Difference between revisions of "IU:TestPage"

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= IT Product Development =
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= Computer Architecture =
  
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* '''Course name''': Computer Architecture
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* '''Course name''': IT Product Development
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* '''Code discipline''': XXX
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* '''Code discipline''':
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* '''Subject area''':
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* '''Subject area''': Software Engineering
   
 
== Short Description ==
  
== Short Description ==
  +
−
This course covers the following concepts: The fundamental principles for modern computer systems; Computer instructions, their representation, and execution; Computer arithmetics.
  
   
 
== Prerequisites ==
  
== Prerequisites ==
   
 
=== Prerequisite subjects ===
  
=== Prerequisite subjects ===
  +
* CSE101: Introduction to Programming
−  
  +
* CSE112: Software Systems Analysis and Design
  +
* CSE122 OR CSE804 OR CSE809 OR CSE812
   
 
=== Prerequisite topics ===
  
=== Prerequisite topics ===
  +
* Basic programming skills.
−  
  +
* OOP, and software design.
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* Familiarity with some development framework or technology (web or mobile)
   
 
== Course Topics ==
  
== Course Topics ==
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! Section !! Topics within the section
  
! Section !! Topics within the section
 
|-
  
|-
  +
| From idea to MVP ||
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| Introduction to the Fundamental Concepts of Computer Architecture ||
 
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# Introduction to Product Development
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# Key Components of a Computer System
  
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# Exploring the domain: User Research and Customer Conversations
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# Fundamental Ideas of Computer Architecture
  
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# Documenting Requirements: MVP and App Features
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# Translation Hierarchy of a High-Level Program into Machine Code
  
  +
# Prototyping and usability testing
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# Performance Metrics of a Computer System
  
−
|-
  
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| Computational Logic Implementation in a Computer System ||
 
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# Logic Gates and Boolean Algebra
  
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# Logic Circuits
  
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# Combinational and Sequential Logic
  
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# Number Systems
  
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# The Basics of Verilog Hardware Description Language (HDL) Programming
  
−
|-
  
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| Instruction Representation and Execution in a Computer System ||
 
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# Instruction Set Architecture (ISA)
  
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# The Overview of MIPS ISA
  
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# Types of MIPS Instructions and Their Representation in a Binary Format
  
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# Sample MIPS Assembly Programs
  
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|-
  
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| Computer Arithmetics ||
 
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# Basic Arithmetic Operations (Bitwise, Shifts, Multiplication, Division, and Others)
  
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# Overflow and Underflow Problems for Arithmetic Operations
  
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# Arithmetic Operations with Floation Point Numbers
  
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# Problems Related to Precision and Conversion for Floating Point Numbers
  
 
|-
  
|-
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| Processor Architecture ||
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| Development and Launch ||
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# Product backlog and iterative development
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# Key Components of a Processor: Control and Arithmetic Logic Unit, Registers
  
  +
# Estimation Techniques, Acceptance Criteria, and Definition of Done
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# Processor Datapath and Control Signals
  
  +
# UX/UI Design
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# The Notion of a Pipelined Execution, Pipeline Hazards, and Their Solutions
  
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# Software Engineering vs Product Management
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# A Simple and Pipelined Implementation Schemes of a Processor
  
 
|-
  
|-
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| Hypothesis-driven development ||
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| Advanced Topics ||
 
  +
# Hypothesis-driven product development
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# Computer Security and Vulnerabilities
  
  +
# Measuring a product
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# Graphics Processing Unit (GPU) and General-Purpose GPU Programming
  
  +
# Controlled Experiments and A/B testing
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# Modern Approaches for Memory Hierarchy Design
  
 
|}
 
|}
 
== Intended Learning Outcomes (ILOs) ==
  
== Intended Learning Outcomes (ILOs) ==
   
 
=== What is the main purpose of this course? ===
  
=== What is the main purpose of this course? ===
  +
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 a data-driven evidence-based manner.
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The course covers the fundamental principles of computer systems design. We first overview the key hardware components of a modern computer system, available performance metrics, and the general principles of computer architecture. We then discuss the representation and execution of computer instructions, instruction set architecture, the translation hierarchy of a high-level program into machine code. We also cover the elements of computer arithmetics, logic circuits, including combinational and sequential logic circuits. These theoretical principles are illustrated by using MIPS instruction set architecture, FPGA, and Verilog HDL programming language during the labs. We then study in details simple and pipelined implementation schemes of a processor, the idea of a pipelined execution, related hazards and their solutions. We complete the course by introducing several advanced topics, including computer security and vulnerabilities, GPU programming, and modern principles for memory hierarchy design.
  
   
 
=== ILOs defined at three levels ===
  
=== ILOs defined at three levels ===
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==== Level 1: What concepts should a student know/remember/explain? ====
  
==== Level 1: What concepts should a student know/remember/explain? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* Describe the formula for stating a product idea and the importance of delivering value
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* Key components of a modern computer system
  
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* Remember the definition and main attributes of MVP
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* Available performance metrics for computer systems
  
  +
* Explain what are the main principles for building an effective customer conversation
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* Computer arithmetics operations, including floating point numbers
  
  +
* Describe various classification of prototypes and where each one is applied
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* Number systems and conversion between them
  
  +
* State the characteristics of a DEEP product backlog
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* Representation formats for computer instructions
  
  +
* Elaborate on the main principles of an effective UI/UX product design (hierarchy, navigation, color, discoverability, understandability)
  +
* List the key commonalities and differences between the mentality of a software engineer and a product manager
  +
* Explain what is hypothesis-driven development
  +
* Describe the important aspects and elements of a controlled experiment
   
 
==== Level 2: What basic practical skills should a student be able to perform? ====
  
==== 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 ...
  
By the end of the course, the students should be able to ...
  +
* Formulate and assess the product ideas
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* Fundamental principles of computer architecture (Moore’s law, memory hierarchy, multiprocessing, speculative execution, and others)
  
  +
* Perform market research for existing products
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* The design scheme of a modern processor
  
  +
* Design effective customer conversations
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* The interaction principles between software and hardware
  
  +
* Prototype UI, design and conduct usability tests
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* Program representation and execution by a computer system
  
  +
* Prototype user interface
  +
* Design and conduct usability testing
  +
* Populate and groom a product backlog
  +
* Conduct Sprint Planning and Review
  +
* Choose product metrics and apply GQM
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* Integrate a third-party Analytics tools
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* Design, run and conclude Controlled experiments
   
 
==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
  
==== 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 ...
  
By the end of the course, the students should be able to ...
  +
* Conduct user and domain research to identify user needs and possible solutions
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* The design skills of logic circuits by using Verilog HDL programming language
  
  +
* Elicit and document software requirements
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* FPGA programming by using Quartus Prime software
  
  +
* Organize a software process to swiftly launch an MVP and keep improving it in an iterative manner.
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* MIPS assembly programming (including MARS simulator)
 
  +
* Build a data pipeline to monitor metrics based on business goals and assess product progress in regards to design changes.
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* Evolve and improve a product in a data-driven evidence-based iterative manner
 
== Grading ==
  
== Grading ==
   
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| A. Excellent || 90-100 || -
  
| A. Excellent || 90-100 || -
 
|-
  
|-
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| B. Good || 70-89 || -
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| B. Good || 75-89 || -
 
|-
  
|-
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| C. Satisfactory || 60-69 || -
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| C. Satisfactory || 60-74 || -
 
|-
  
|-
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| D. Poor || 0-59 || -
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| D. Fail || 0-59 || -
 
|}
  
|}
   
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! Activity Type !! Percentage of the overall course grade
  
! Activity Type !! Percentage of the overall course grade
 
|-
  
|-
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| Labs/seminar classes || 20
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| Assignment || 50
 
|-
  
|-
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| Quizzes || 15
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| Interim performance assessment || 40
  
 
|-
  
|-
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| Exams || 40
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| Peer review || 15
  +
|-
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| Demo day || 20
 
|}
  
|}
   
 
=== Recommendations for students on how to succeed in the course ===
  
=== Recommendations for students on how to succeed in the course ===
  +
Participation is important. Showing up is the key to success in this course.<br>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.<br>Review lecture materials before classes to do well in quizzes.<br>Reading the recommended literature is optional, and will give you a deeper understanding of the material.
−  
   
 
== Resources, literature and reference materials ==
  
== Resources, literature and reference materials ==
   
 
=== Open access resources ===
  
=== Open access resources ===
  +
* Jackson, Michael. "The world and the machine." ICSE '95: Proceedings of the 17th international conference on Software engineering April 1995 Pages 283–292,
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* Handouts supplied by the instructor
  
  +
* The Guide to Product Metrics:
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* Online resources shared by instructor
  
   
 
=== Closed access resources ===
  
=== Closed access resources ===
  +
* Fitzpatrick, R. (2013). The Mom Test: How to talk to customers & learn if your business is a good idea when everyone is lying to you. Robfitz Ltd.
−  
  +
* Reis, E. (2011). The lean startup. New York: Crown Business, 27.
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* Rubin, K. S. (2012). Essential Scrum: A practical guide to the most popular Agile process. Addison-Wesley.
   
 
=== Software and tools used within the course ===
  
=== Software and tools used within the course ===
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* Firebase Analytics and A/B Testing, https://firebase.google.com/
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  +
* Amplitude Product Analytics, https://www.amplitude.com/
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* MixPanel Product Analytics, https://mixpanel.com/
 
= Teaching Methodology: Methods, techniques, & activities =
  
= Teaching Methodology: Methods, techniques, & activities =
   
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|+ Teaching and Learning Methods within each section
  
|+ Teaching and Learning Methods within each section
 
|-
  
|-
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! Teaching Techniques !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6
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! Teaching Techniques !! Section 1 !! Section 2 !! Section 3
 
|-
  
|-
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| Development of individual parts of software product code || 1 || 1 || 1 || 1 || 1 || 1
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| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1
 
|-
  
|-
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| Homework and group projects || 1 || 1 || 1 || 1 || 1 || 1
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| Project-based learning (students work on a project) || 1 || 1 || 1
 
|-
  
|-
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| Differentiated learning (provide tasks and activities at several levels of difficulty to fit students needs and level) || 1 || 1 || 1
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| Midterm evaluation || 1 || 1 || 1 || 1 || 1 || 1
  
 
|-
  
|-
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| развивающего обучения (задания и материал "прокачивают" ещё нераскрытые возможности студентов); || 1 || 1 || 1
−
| Testing (written or computer based) || 1 || 1 || 1 || 1 || 1 || 1
  
 
|-
  
|-
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| концентрированного обучения (занятия по одной большой теме логически объединяются); || 1 || 1 || 1
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| Oral polls || 1 || 1 || 1 || 1 || 1 || 1
  
 
|-
  
|-
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| Discussions || 1 || 1 || 1 || 1 || 1 || 1
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| inquiry-based learning || 1 || 1 || 1
 
|}
  
|}
 
{| class="wikitable"
  
{| class="wikitable"
 
|+ Activities within each section
  
|+ Activities within each section
 
|-
  
|-
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! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6
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! Learning Activities !! Section 1 !! Section 2 !! Section 3
 
|-
  
|-
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| Question || 0 || 1 || 0 || 0 || 0 || 0
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| Lectures || 1 || 1 || 1
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|}
 
−
== Formative Assessment and Course Activities ==
  
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−
=== Ongoing performance assessment ===
  
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==== Section 1 ====
  
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{| class="wikitable"
  
−
|+
 
 
|-
  
|-
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| Interactive Lectures || 1 || 1 || 1
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! Activity Type !! Content !! Is Graded?
  
 
|-
  
|-
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| Lab exercises || 1 || 1 || 1
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| Question || Do you agree that main memory (RAM) is a non-volatile memory? || 1
  
 
|-
  
|-
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| Development of individual parts of software product code || 1 || 1 || 1
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| Question || There are several types of memory available for computers, such as CPU cache, main memory (RAM), SSD, etc. What are the key differences between them? || 1
  
 
|-
  
|-
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| Group projects || 1 || 1 || 1
−
| Question || What is the key principle behind the Von Neumann Architecture? || 1
  
 
|-
  
|-
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| Quizzes (written or computer based) || 1 || 1 || 1
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| Question || Specify a correct order for tools used during high-level program translation and execution: Compiler, Assebler, Linker, Loader; || 1
  
 
|-
  
|-
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| Peer Review || 1 || 1 || 1
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| Question || Let a program run on a computer comprised of one processor only. Let us now increase the number of processors up to m>1, so that multiple instructions of that program can be executed in parallel. Assume that all processor speeds are the same. Do you agree that a program can never execute slower on m processors, as compared to the case of one processor? || 1
  
 
|-
  
|-
  +
| Discussions || 1 || 1 || 1
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| Question || Demonstration and description of key elements of an FPGA board (memory unit, PCI slot, clock generator, etc.); || 0
  
 
|-
  
|-
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| Presentations by students || 1 || 1 || 1
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| Question || Description of specific features of FPGA as compared to other integrated circuit devices; || 0
  
 
|-
  
|-
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| Written reports || 1 || 1 || 1
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| Question || Writing basic code for FPGA board; || 0
  
 
|-
  
|-
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| Experiments || 0 || 0 || 1
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| Question || Configuration and usage of the basic functionality in Quartus Prime software || 0
  
 
|}
 
|}
  +
== Formative Assessment and Course Activities ==
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==== Section 2 ====
  
  +
  +
=== Ongoing performance assessment ===
  +
  +
==== Section 1 ====
 
{| class="wikitable"
  
{| class="wikitable"
 
|+
 
|+
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! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| Quiz || 1. What is a product? What are the techniques for describing a product idea in a clear concise manner?<br>2. What user research techniques do you know? In what situations are they applied?<br>3. What are the key customer conversation principles according to the Mom Test technique? Bring an example of bad and good questions to ask.<br>4. What are the 4 phases of the requirements engineering process? <br>5. How do we document requirements? What techniques do you know? || 1
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| Question || Convert decimal number 123 into base-5 format; || 1
  
 
|-
  
|-
  +
| Presentation || Prepare a short 2-minutes pitch for your project idea (2-5 slides). <br><br>Suggested structure:<br>What problem you are solving:<br>- State the problem clearly in 2-3 short sentences.<br><br>Who are you solving it for:<br>- Who is your user/customer?<br>- Why will they be attracted to it?<br><br>What is your proposed solution to solve that problem:<br>- One sentence description<br>- What main feature(s) will it have? || 0
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| Question || Do you agree that a S/R latch and a D flip-flop have different storage capacities? || 1
  
 
|-
  
|-
  +
| Individual Assignments || A1: Product Ideation and Market Research<br>Formulate 3 project ideas in the following format:<br>X helps Y to do Z – where X is your product’s name, Y is the target user, and Z is what user activity product help with.<br><br>Submit Link to Screenshot board and Feature Analysis Table:<br>- Pick and explore 5 apps similar to your idea<br>- Take screenshots along the way and collect them on a board.<br>- Make a qualitative analysis table for app features.<br><br>Prepare a short 2-minutes pitch for your project idea (2-5 slides). <br><br>Suggested structure:<br>What problem you are solving:<br>- State the problem clearly in 2-3 short sentences.<br><br>Who are you solving it for:<br>- Who is your user/customer?<br>- Why will they be attracted to it?<br><br>What is your proposed solution to solve that problem:<br>- One sentence description<br>- What main feature(s) will it have? || 1
−
| Question || Choose the key differences between SRAM and DRAM memory types: cost, power consumption, volatility, access speed, storage capacity, etc.; || 1
  
 
|-
  
|-
  +
| Group Project Work || A2: Forming Teams and Identifying Stakeholders<br>Students are distributed into teams. <br>Meet your team <br>Discuss the idea<br>Agree on the roles<br>Setup task tracker (Trello or similar)<br>Identify 3-5 stakeholders and how to approach them<br>Compose a set of 5 most important questions you would ask from each stakeholder when interviewing them<br><br>Submit<br>A pdf with the idea description, roles distribution among the team, identified stakeholders, ways to approach them, a set of questions for each stakeholder.<br>An invite link to join your task tracker<br><br>A3: Domain Exploration and Requirements<br>User Research Process:<br>Compose the questionnaire for each stakeholder type. <br>Talk to 5-7 stakeholders.<br>Keep updating the questionnaire throughout the process<br>Compose an interview results table<br>Produce personas<br>Summarize most important learning points<br>Describe features your MVP will have (use case diagram + user story mapping)<br><br>Submit a pdf report with:<br>Personas + corresponding questionnaires<br>Interview results table (can provide a link to spreadsheet, make sure to open access)<br>Learning points summary<br>MVP features.<br><br>Optional: <br>Start implementation of the functionality you are certain about.<br><br>Assignment 4. UI design, Prototyping, MVP, and Usability Testing<br>Break down MVP features into phases and cut down the specification to implement MVP V1<br>Produce low and high fidelity designs for your product.<br>Review the phases breakdown.<br>Follow either the Prototyping or MVP path to complete the assignment.<br><br>Prototyping path:<br>Make a clickable prototype with Figma or a similar tool<br>Make 5-10 offline stakeholders use your prototype, observe them and gather feedback<br>Embed your prototype into an online usability testing tool (e.g. Maze).<br>Run an online usability test with 5-10 online stakeholders.<br>Summarize key learning points<br><br>MVP path:<br>Review your MVP phases.<br>Build MVP V1 <br>Make 5-10 offline stakeholders use your MVP, observe them and gather feedback<br>Integrate an online usability testing tool to observe user sessions (e.g. Smartlook).<br>Distribute the MVP to 5-10 online stakeholders and run an online usability test.<br>Summarize key learning points<br><br><br>Submit all of the below in one PDF:<br>Link to sketches and designs.<br>Link to your MVP/Clickable prototype.<br>Link to online usability test.<br>Names of people you conducted the tests with and which stakeholder type are they.<br>Key learning points summary.<br><br>Make sure all links are accessible/viewable. || 1
−
| Question || Do you agree that one of the key differences between sequential and combinational logic circuits is the presence of memory elements? || 1
  
−
|-
  
−
| Question || Questions regarding the basic logic gates; || 0
  
−
|-
  
−
| Question || Assignments to design simple logic circuits with 2-3 logic gates on a white board; || 0
  
−
|-
  
−
| Question || Programming assignments in Quartus Prime software, to design and compile simple logic circuits; || 0
  
−
|-
  
−
| Question || Programming an FPGA board by using Verilog HDL in Quartus Prime environment, such as turning on or off leds based on a switch position; || 0
  
−
|-
  
−
| Question || Questions regarding the difference between combinational and sequential logic circuits; || 0
  
 
|}
 
|}
−
==== Section 3 ====
 +
==== Section 2 ====
 
{| class="wikitable"
  
{| class="wikitable"
 
|+
 
|+
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! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| Quiz || 1. What does the acronym MVP stand for? What types of MVP do you know of?<br>2. Define roles, activities, and artefacts of Scrum. What differentiates Scrum from other Agile frameworks, e.g. Kanban?<br>3. What does DEEP criteria stand for when discussing Product Backlog? Explain each of the aspects with examples.<br>4. Describe how Scrum activities are performed. Which of them are essential and which of them can vary depending on the product. || 1
−
| Question || How many bits are in one MIPS word? || 1
  
 
|-
  
|-
  +
| Presentation || Prepare a 5-mins presentation describing your: <br>product backlog<br>sprint results<br>MVP-launch plan<br>Each team will present at the class. The assessment will be based on the presentation delivery, reasoning for decision making and asking questions and providing suggestions for other teams. || 0
−
| Question || Which MIPS directive would you use to create a string data? || 1
  
 
|-
  
|-
  +
| Group Project Work || Assignment 5. Developing an MVP<br>1. Populate and groom product backlog: <br>Comply with the DEEP criteria. <br>2. Run two one-week sprints:<br>Conduct two Sprint plannings, i.e. pick the tasks for Sprint Backlog.<br>Conduct two Sprint reviews<br>Run one Sprint Retrospective<br>3. Make a launch plan and release:<br>You need to launch in the following two weeks.<br>Decide what functionality will go into the release.<br>Release your first version in Google Play.<br>Hint: Focus on a small set of features solving a specific problem for a specific user, i.e. MVP.<br>4. Prepare a 5-mins presentation describing your: <br>product backlog<br>sprint results<br>MVP-launch plan.<br>Demo for your launched MVP.<br>Each team will present at the class. The assessment will be based on the presentation delivery, reasoning for decision making and asking questions and providing suggestions for other teams.<br>5. Submit a PDF with:<br>Backlogs and Launch plan<br>Link to the launched product<br>Assignment 6. Launch your product, AC and DoD.<br>1. Improve the UX: Getting Started with the App.<br>2. Release in Google Play: Work on packaging it nicely<br>3. Design and deploy a landing page<br><br>4. Produce acceptance criteria for 3-5 most important user stories in your product.<br>5. Produce definition of done checklist<br>6. Estimate the items in your product backlog<br><br> || 1
−
| Question || For MIPS instruction set architecture (ISA), each register is reserved for a specific purpose. Describe the purpose of registers listed below: <math>{\displaystyle {\displaystyle v0,}}</math> s0-<math>{\displaystyle {\displaystyle s7,}}</math> t0-$t7; || 1
  
 
|-
  
|-
  +
| Group presentation || Midterm Presentation<br>1. Prepare a midterm presentation for 10-mins in which you cover:<br>The problem you are trying to solve<br>Your users and customers (personas)<br>Your solution and it's core value proposition<br>Current state of your product<br>Clear plan for the upcoming weeks<br>Your team and distribution of responsibilities<br>Demo<br>Retrospective and learning points<br>Link to your app<br><br>Submit a pdf with:<br>Items 1, 2, 3<br>link to the presentation<br> || 0
−
| Question || In MARS simulator for MIPS programming, all register values, that are displayed in the register viewer, start with prefix "0x". What is the meaning of this prefix? || 1
  
−
|-
  
−
| Question || Print a "Hello, World!" message in a console; || 0
  
−
|-
  
−
| Question || Computation of a simple arithmetic expression for integer parameters; || 0
  
−
|-
  
−
| Question || Computation of the first 10 Fibonacci numbers; || 0
  
−
|-
  
−
| Question || Implementation of more advanced program structures, such as conditional loops || 0
  
 
|}
 
|}
−
==== Section 4 ====
 +
==== Section 3 ====
 
{| class="wikitable"
  
{| class="wikitable"
 
|+
 
|+
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! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| Quiz || 1. What are common product hypotheses present? How can we formulate them as questions about our UX?<br>2. Explain what is hypothesis-driven development<br>3. Describe the important aspects and elements of a controlled experiment || 1
−
| Question || Assume that two MIPS registers, <math>{\displaystyle {\displaystyle s0and}}</math> s1, contain the following binary data: <math>{\displaystyle {\displaystyle s0:00100000;}}</math> s1: 01010101 (For simplicity, we assume 8-bit registers, rather that 32) What is the value of <math>{\displaystyle {\displaystyle s1aftertheexecutionofthefollowinginstruction?:sll}}</math> s1, $s0, 4 || 1
  
 
|-
  
|-
  +
| Presentation || Prepare a short 2-minutes pitch for your project idea (2-5 slides). <br><br>Suggested structure:<br>What problem you are solving:<br>- State the problem clearly in 2-3 short sentences.<br><br>Who are you solving it for:<br>- Who is your user/customer?<br>- Why will they be attracted to it?<br><br>What is your proposed solution to solve that problem:<br>- One sentence description<br>- What main feature(s) will it have? || 0
−
| Question || What is a "register spilling" in the context of MIPS instruction set architecture? || 1
  
 
|-
  
|-
  +
| Group project work || Assignment 7: Development, Observation, and Product Events.<br>1. Continue with your development process:<br>- Hold sprint planning and reviews.<br>- Revisit estimations and keep track for velocity calculation.<br>- Host demos and release new versions to your users<br><br>2. Observing users:<br>- Integrate a user sessions recording tool into your product<br>- As a team: watch 100 user sessions and outline common user behavior patterns.<br>- Each team member: give product to 3 new people and observe them use it.<br><br>3. Product events:<br>Create a product events table.<br>Integrate a free analytics tool that supports events reporting (e.g. Amplitude, MixPanel).<br><br>Write and submit a report:<br>- describe user behavior patterns (main ways how people use your product).<br>- learning points from the observations<br>- add the events table.<br>- describe which analytics tool you chose and why<br><br>Assignment 8: GQM, Metrics, and Hypothesis-testing.<br>1. GQM and Metrics Dashboard<br>- Compose a GQM for your product.<br>- Identify your focus and L1 metrics<br>- Setup an Analytics Dashboard with the metrics you chose.<br>- Add the instructors to your Analytics Dashboard.<br><br>Hypothesis-testing:<br>- answer clarity and hypotheses: do users understand your product, is it easy for them to get started, and do they return?<br>- suggest product improvements to increase clarity, ease of starting and retention.<br>- based on the suggestions formulate 3 falsifiable hypotheses<br>- design a simple test to check each of them<br>- pick one test that could be conducted by observing your users<br>- conduct the test<br><br>Submit:<br>- GQM, Focus and L1 Metrics breakdown.<br>- Report on the hypothesis-testing activities<br>- Access link to the dashboard.<br>Assignment 9: Running an A/B test<br>Compose an A/B test:<br>- Design a change in your product<br>- Hypothesis: Clearly state what you expect to improve as the result of the change.<br>- Parameter and Variants: Describe both A and B variants (and other if you have more).<br>- Intended sample size.<br>- OEC: Determine the target metric to run the experiment against.<br><br>Then do one of the two options:<br>Option 1: Conduct the A/B test using a remote control and A/B testing tool (Firebase, Optimizely or like)<br><br>Option 2: Do the statistical math yourself<br>Conduct an A/B test and collect data.<br>Do the math manually using the standard Student T-test.<br><br>Submit a PDF with:<br>- the A/B test description <br>- report on how the experiment went.<br>- either screenshots from the tool or math calculations. || 1
−
| Question || Do you agree with the following statement? In some cases, MIPS logical shift operations, sll and srl, can be used as an efficient alternative to multiplication and division operations, mul and div. || 1
  
−
|-
  
−
| Question || Do you agree that overflow and underflow exceptions correspond to cases, when the result of an arithmetic operation surpasses and subceeds, respectively, the maximum and the minimum value for an appropriate data type returned by that arithmetic operation? || 1
  
−
|-
  
−
| Question || Division of two floating-point numbers; || 0
  
−
|-
  
−
| Question || Conversion of Fahrenheit into Celsius temperature, and vice versa; || 0
  
−
|-
  
−
| Question || Computation of a sphere surphase area; || 0
  
−
|-
  
−
| Question || Questions regarding the execution of arithmetic operations with interger and floating-point values || 0
  
−
|}
 
−
==== Section 5 ====
  
−
{| class="wikitable"
  
−
|+
 
−
|-
  
−
! Activity Type !! Content !! Is Graded?
  
−
|-
  
−
| Question || Do you agree that the key motivation for the CPU pipelining is to speed-up the execution of a program by exploring multiple CPU cores? || 1
  
−
|-
  
−
| Question || Which CPU block(s) is/are accessed during the execution of the following instruction? lw <math>{\displaystyle {\displaystyle 1,5(}}</math> 2) || 1
  
−
|-
  
−
| Question || What are 5 major stages of a pipelined instruction execution? || 1
  
−
|-
  
−
| Question || Do you agree that, for a processor with 5 pipelined stages, the number of concurrently executed instructions is up to 4? || 1
  
−
|-
  
−
| Question || There are several types of processors available, including single-cycle and multicycle.The major advantage of a single-cycle processor is the simplicity of its design. But what is its key drawback? || 1
  
−
|-
  
−
| Question || Design of a testbench in ModelSim for Quartus Prime programming environment; || 0
  
−
|-
  
−
| Question || The design of Half-Adder, Full-Adder, Ripple Carry Adder by using Verilog HDL in Quartus Prime || 0
  
−
|-
  
−
| Question || Testing the correctness of Verilog HDL design by using ModelSim || 0
  
−
|}
 
−
==== Section 6 ====
  
−
{| class="wikitable"
  
−
|+
 
−
|-
  
−
! Activity Type !! Content !! Is Graded?
  
−
|-
  
−
| Question || Cold boot attack explores vulnerabilities in a memory dump mechanism. What is a memory dump? || 1
  
−
|-
  
−
| Question || Below is a list of possible vulnerability attacks. Choose the one(s) that explore(s) vulnerabilities in a speculative execution of modern processors: Meltdown, Foreshadow, Cold boot attack, Spectre, No choice is correct; || 1
  
−
|-
  
−
| Question || Choose the most precise definition for a side-channel attack: An attack that explores vulnerabilities in the hardware implementation of a computer system, An attack that explores vulnerabilities in the software components of a computer system; || 1
  
−
|-
  
−
| Question || Do you agree that Meltdown and Spectre vulnerabilities both explore race conditions in existing memory circuits? || 1
  
−
|-
  
−
| Question || Programming assignment to implement Multiplexor using Verilog HDL in Quartus Prime; || 0
  
−
|-
  
−
| Question || Performance optimization of a Verilog HDL design; || 0
  
−
|-
  
−
| Question || The design of a simple Arithmetic-Logic Unit (ALU); || 0
  
−
|-
  
−
| Question || Revision questions || 0
  
 
|}
 
|}
 
=== Final assessment ===
  
=== Final assessment ===
 
'''Section 1'''
  
'''Section 1'''
  +
# Grading criteria for the final project presentation:
−
# Briefly describe the principles of Von Neumann architecture. Illustrate with a diagram.
  
  +
# Problem: short clear statement on what you are solving, and why it’s important.
−
# Describe the steps that transform a program written in a high-level language such as C into a representation that is directly executed by a computer processor. Illustrate with a diagram; provide a brief description for each step.
  
  +
# User: should be a specific user, can start from generic and then show how you narrowed it.
−
# Consider three different processors P1, P2, and P3 executing the same instruction set. P1 has a 3 GHz clock rate and a CPI of 1.5. P2 has a 2.5 GHz clock rate and a CPI of 1.0. P3 has a 4.0 GHz clock rate and has a CPI of 2.2. Answer the following questions: a) Which processor has the highest performance expressed in instructions per second? b) If the processors each execute a program in 10 seconds, find the number of cycles and the number of instructions. c) We are trying to reduce the execution time by 30% but this leads to an increase of 20% in the CPI. What clock rate should we have to get this time reduction?
  
  +
# Solution: how do you target the problem, what were the initial assumptions/hypotheses
  +
# Elicitation process: interviews, how many people, what questions you asked, what you learnt.
 
'''Section 2'''
  
'''Section 2'''
  +
# Arriving at MVP: how you chose features, describe prototyping and learning from it, when did you launch, and how it went.
−
# Prove that the AND and NOT logic gates can be implemented by using only the NOR logic gate.
  
  +
# Team and development process: how it evolved, what were the challenges, what fixes you made to keep progressing.
−
# What are the S/R latch and D latch? Draw the respective logic circuits. Describe the differences between them.
  
  +
# Product demo: make it clear what your current product progress is.
−
# Briefly describe the key difference(s) between combinational and sequential logic circuits.
  
−
# Define what a multiplexor logic circuit is (with an arbitrary number of inputs). Provide a truth table for a 2-to-1 multiplexor. Provide a logic circuit implementing a 2-to-1 multiplexor, that uses AND, NOT, and OR logic gates. Describe a Verilog module implementing such a logic circuit of a 2-to-1 multiplexor.
  
 
'''Section 3'''
  
'''Section 3'''
  +
# Hypothesis-driven development: how did you verify value and understandability of your product, what were the main hypotheses you had to check through MVP.
−
# Translate the following MIPS code to C (or pseudocode). Assume that variables f, g, h, and i are assigned to registers <math>{\displaystyle {\displaystyle s0,}}</math> s1, <math>{\displaystyle {\displaystyle s2,and}}</math> s3, respectively. Code to translate: sub <math>{\displaystyle {\displaystyle t0,}}</math> s1, <math>{\displaystyle {\displaystyle s2;addi<math>t0,}}</math> t0, 3; add <math>{\displaystyle {\displaystyle s0,}}</math> s3, </math>t0
  
  +
# Measuring product: what metrics you chose, why, what funnels did you set for yourself, and what was the baseline for your MVP.
−
# Assume that two MIPS registers, <math>{\displaystyle {\displaystyle {\textstyle s0and}}}</math> s1, contain the following binary data (for simplicity, we assume 8-bit registers, rather that 32): <math>{\displaystyle {\displaystyle s0:00100000;}}</math> s1: 01010101. What is the value of register <math>{\displaystyle {\displaystyle s1aftertheexecutionofthefollowingMIPSinstruction?:sll}}</math> s1, $s0, 4.
  
  +
# Experimentation: What usability tests and experiments you conducted, what did you learn, how did it affect your funnels and metrics.
−
# List and describe the purpose of general-purpose MIPS registers.
  
−
'''Section 4'''
  
−
# Briefly describe the overflow and underflow problems for arithmetic operations.
  
−
# Describe the difference between executing arithmetic operations with integers and floating-point values for a MIPS processor.
  
−
# What is a precision problem for a floating-point operation?
  
−
'''Section 5'''
  
−
# What is a Program Counter (PC) register of a processor?
  
−
# Describe the principle of a pipelined CPU execution. Provide a diagram illustrating the concept. Briefly describe the 5 key stages of a classical pipeline.
  
−
# What are the key differences between Control Unit (CU) and Arithmetic Logic Unit (ALU) of a processor? Which purposes do they serve?
  
−
# What is a CPU datapath?
  
−
'''Section 6'''
  
−
# What is an out-of-order execution? What hardware features of CPU implementation, in addition to an out-of-order execution, are exploited by Meltdown vulnerability? How serious is Meltdown vulnerability?
  
−
# What is an instruction-level parallelism?
  
−
# Describe the idea of a general-purpose GPU programming.
  
−
# Briefly explain the working principles of a CPU cache.
  
−
# Discuss advantages and drawbacks of a hierarchical memory model for computer systems.
  
   
 
=== The retake exam ===
  
=== The retake exam ===
 
'''Section 1'''
  
'''Section 1'''
  +
# Grading criteria for the final project presentation:
−  
  +
# Problem: short clear statement on what you are solving, and why it’s important.
  +
# User: should be a specific user, can start from generic and then show how you narrowed it.
  +
# Solution: how do you target the problem, what were the initial assumptions/hypotheses
  +
# Elicitation process: interviews, how many people, what questions you asked, what you learnt.
 
'''Section 2'''
  
'''Section 2'''
  +
# Arriving at MVP: how you chose features, describe prototyping and learning from it, when did you launch, and how it went.
−  
  +
# Team and development process: how it evolved, what were the challenges, what fixes you made to keep progressing.
  +
# Product demo: make it clear what your current product progress is.
 
'''Section 3'''
  
'''Section 3'''
  +
# Hypothesis-driven development: how did you verify value and understandability of your product, what were the main hypotheses you had to check through MVP.
−  
  +
# Measuring product: what metrics you chose, why, what funnels did you set for yourself, and what was the baseline for your MVP.
−
'''Section 4'''
  
−  
−
'''Section 5'''
  
−  
−
'''Section 6'''
  

Revision as of 10:44, 12 August 2022

IT Product Development

  • Course name: IT Product Development
  • Code discipline:
  • Subject area: Software Engineering

Short Description

Prerequisites

Prerequisite subjects

  • CSE101: Introduction to Programming
  • CSE112: Software Systems Analysis and Design
  • CSE122 OR CSE804 OR CSE809 OR CSE812

Prerequisite topics

  • Basic programming skills.
  • OOP, and software design.
  • Familiarity with some development framework or technology (web or mobile)

Course Topics

Course Sections and Topics
Section Topics within the section
From idea to MVP
  1. Introduction to Product Development
  2. Exploring the domain: User Research and Customer Conversations
  3. Documenting Requirements: MVP and App Features
  4. Prototyping and usability testing
Development and Launch
  1. Product backlog and iterative development
  2. Estimation Techniques, Acceptance Criteria, and Definition of Done
  3. UX/UI Design
  4. Software Engineering vs Product Management
Hypothesis-driven development
  1. Hypothesis-driven product development
  2. Measuring a product
  3. Controlled Experiments and A/B testing

Intended Learning Outcomes (ILOs)

What is the main purpose of this course?

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 a data-driven evidence-based manner.

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 the formula for stating a product idea and the importance of delivering value
  • Remember the definition and main attributes of MVP
  • Explain what are the main principles for building an effective customer conversation
  • Describe various classification of prototypes and where each one is applied
  • State the characteristics of a DEEP product backlog
  • Elaborate on the main principles of an effective UI/UX product design (hierarchy, navigation, color, discoverability, understandability)
  • List the key commonalities and differences between the mentality of a software engineer and a product manager
  • Explain what is hypothesis-driven development
  • Describe the important aspects and elements of a controlled experiment

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 and assess the product ideas
  • Perform market research for existing products
  • Design effective customer conversations
  • Prototype UI, design and conduct usability tests
  • Prototype user interface
  • Design and conduct usability testing
  • Populate and groom a product backlog
  • Conduct Sprint Planning and Review
  • Choose product metrics and apply GQM
  • Integrate a third-party Analytics tools
  • Design, run and conclude Controlled experiments

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 user and domain research to identify user needs and possible solutions
  • Elicit and document software requirements
  • Organize a software process to swiftly launch an MVP and keep improving it in an iterative manner.
  • Build a data pipeline to monitor metrics based on business goals and assess product progress in regards to design changes.
  • Evolve and improve a product in a data-driven evidence-based iterative manner

Grading

Course grading range

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

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 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

  • Jackson, Michael. "The world and the machine." ICSE '95: Proceedings of the 17th international conference on Software engineering April 1995 Pages 283–292,
  • The Guide to Product Metrics:

Closed access resources

  • Fitzpatrick, R. (2013). The Mom Test: How to talk to customers & learn if your business is a good idea when everyone is lying to you. Robfitz Ltd.
  • Reis, E. (2011). The lean startup. New York: Crown Business, 27.
  • Rubin, K. S. (2012). Essential Scrum: A practical guide to the most popular Agile process. Addison-Wesley.

Software and tools used within the course

Teaching Methodology: Methods, techniques, & activities

Activities and Teaching Methods

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
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
Group projects 1 1 1
Quizzes (written or computer based) 1 1 1
Peer Review 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

Activity Type Content Is Graded?
Quiz 1. What is a product? What are the techniques for describing a product idea in a clear concise manner?
2. What user research techniques do you know? In what situations are they applied?
3. What are the key customer conversation principles according to the Mom Test technique? Bring an example of bad and good questions to ask.
4. What are the 4 phases of the requirements engineering process?
5. How do we document requirements? What techniques do you know?		 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.

Who are you solving it for:
- Who is your user/customer?
- Why will they be attracted to it?

What is your proposed solution to solve that problem:
- One sentence description
- What main feature(s) will it have?		 0
Individual Assignments A1: Product Ideation and Market Research
Formulate 3 project ideas in the following format:
X helps Y to do Z – where X is your product’s name, Y is the target user, and Z is what user activity product help with.

Submit Link to Screenshot board and Feature Analysis Table:
- Pick and explore 5 apps similar to your idea
- Take screenshots along the way and collect them on a board.
- Make a qualitative analysis table for app features.

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.

Who are you solving it for:
- Who is your user/customer?
- Why will they be attracted to it?

What is your proposed solution to solve that problem:
- One sentence description
- What main feature(s) will it have?		 1
Group Project Work A2: Forming Teams and Identifying Stakeholders
Students are distributed into teams.
Meet your team
Discuss the idea
Agree on the roles
Setup task tracker (Trello or similar)
Identify 3-5 stakeholders and how to approach them
Compose a set of 5 most important questions you would ask from each stakeholder when interviewing them

Submit
A pdf with the idea description, roles distribution among the team, identified stakeholders, ways to approach them, a set of questions for each stakeholder.
An invite link to join your task tracker

A3: Domain Exploration and Requirements
User Research Process:
Compose the questionnaire for each stakeholder type.
Talk to 5-7 stakeholders.
Keep updating the questionnaire throughout the process
Compose an interview results table
Produce personas
Summarize most important learning points
Describe features your MVP will have (use case diagram + user story mapping)

Submit a pdf report with:
Personas + corresponding questionnaires
Interview results table (can provide a link to spreadsheet, make sure to open access)
Learning points summary
MVP features.

Optional:
Start implementation of the functionality you are certain about.

Assignment 4. UI design, Prototyping, MVP, and Usability Testing
Break down MVP features into phases and cut down the specification to implement MVP V1
Produce low and high fidelity designs for your product.
Review the phases breakdown.
Follow either the Prototyping or MVP path to complete the assignment.

Prototyping path:
Make a clickable prototype with Figma or a similar tool
Make 5-10 offline stakeholders use your prototype, observe them and gather feedback
Embed your prototype into an online usability testing tool (e.g. Maze).
Run an online usability test with 5-10 online stakeholders.
Summarize key learning points

MVP path:
Review your MVP phases.
Build MVP V1
Make 5-10 offline stakeholders use your MVP, observe them and gather feedback
Integrate an online usability testing tool to observe user sessions (e.g. Smartlook).
Distribute the MVP to 5-10 online stakeholders and run an online usability test.
Summarize key learning points


Submit all of the below in one PDF:
Link to sketches and designs.
Link to your MVP/Clickable prototype.
Link to online usability test.
Names of people you conducted the tests with and which stakeholder type are they.
Key learning points summary.

Make sure all links are accessible/viewable.		 1

Section 2

Activity Type Content Is Graded?
Quiz 1. What does the acronym MVP stand for? What types of MVP do you know of?
2. Define roles, activities, and artefacts of Scrum. What differentiates Scrum from other Agile frameworks, e.g. Kanban?
3. What does DEEP criteria stand for when discussing Product Backlog? Explain each of the aspects with examples.
4. Describe how Scrum activities are performed. Which of them are essential and which of them can vary depending on the product.		 1
Presentation Prepare a 5-mins presentation describing your:
product backlog
sprint results
MVP-launch plan
Each team will present at the class. The assessment will be based on the presentation delivery, reasoning for decision making and asking questions and providing suggestions for other teams.		 0
Group Project Work Assignment 5. Developing an MVP
1. Populate and groom product backlog:
Comply with the DEEP criteria.
2. Run two one-week sprints:
Conduct two Sprint plannings, i.e. pick the tasks for Sprint Backlog.
Conduct two Sprint reviews
Run one Sprint Retrospective
3. Make a launch plan and release:
You need to launch in the following two weeks.
Decide what functionality will go into the release.
Release your first version in Google Play.
Hint: Focus on a small set of features solving a specific problem for a specific user, i.e. MVP.
4. Prepare a 5-mins presentation describing your:
product backlog
sprint results
MVP-launch plan.
Demo for your launched MVP.
Each team will present at the class. The assessment will be based on the presentation delivery, reasoning for decision making and asking questions and providing suggestions for other teams.
5. Submit a PDF with:
Backlogs and Launch plan
Link to the launched product
Assignment 6. Launch your product, AC and DoD.
1. Improve the UX: Getting Started with the App.
2. Release in Google Play: Work on packaging it nicely
3. Design and deploy a landing page

4. Produce acceptance criteria for 3-5 most important user stories in your product.
5. Produce definition of done checklist
6. Estimate the items in your product backlog

 1
Group presentation Midterm Presentation
1. Prepare a midterm presentation for 10-mins in which you cover:
The problem you are trying to solve
Your users and customers (personas)
Your solution and it's core value proposition
Current state of your product
Clear plan for the upcoming weeks
Your team and distribution of responsibilities
Demo
Retrospective and learning points
Link to your app

Submit a pdf with:
Items 1, 2, 3
link to the presentation
 0

Section 3

Activity Type Content Is Graded?
Quiz 1. What are common product hypotheses present? How can we formulate them as questions about our UX?
2. Explain what is hypothesis-driven development
3. Describe the important aspects and elements of a controlled experiment		 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.

Who are you solving it for:
- Who is your user/customer?
- Why will they be attracted to it?

What is your proposed solution to solve that problem:
- One sentence description
- What main feature(s) will it have?		 0
Group project work Assignment 7: Development, Observation, and Product Events.
1. Continue with your development process:
- Hold sprint planning and reviews.
- Revisit estimations and keep track for velocity calculation.
- Host demos and release new versions to your users

2. Observing users:
- Integrate a user sessions recording tool into your product
- As a team: watch 100 user sessions and outline common user behavior patterns.
- Each team member: give product to 3 new people and observe them use it.

3. Product events:
Create a product events table.
Integrate a free analytics tool that supports events reporting (e.g. Amplitude, MixPanel).

Write and submit a report:
- describe user behavior patterns (main ways how people use your product).
- learning points from the observations
- add the events table.
- describe which analytics tool you chose and why

Assignment 8: GQM, Metrics, and Hypothesis-testing.
1. GQM and Metrics Dashboard
- Compose a GQM for your product.
- Identify your focus and L1 metrics
- Setup an Analytics Dashboard with the metrics you chose.
- Add the instructors to your Analytics Dashboard.

Hypothesis-testing:
- answer clarity and hypotheses: do users understand your product, is it easy for them to get started, and do they return?
- suggest product improvements to increase clarity, ease of starting and retention.
- based on the suggestions formulate 3 falsifiable hypotheses
- design a simple test to check each of them
- pick one test that could be conducted by observing your users
- conduct the test

Submit:
- GQM, Focus and L1 Metrics breakdown.
- Report on the hypothesis-testing activities
- Access link to the dashboard.
Assignment 9: Running an A/B test
Compose an A/B test:
- Design a change in your product
- Hypothesis: Clearly state what you expect to improve as the result of the change.
- Parameter and Variants: Describe both A and B variants (and other if you have more).
- Intended sample size.
- OEC: Determine the target metric to run the experiment against.

Then do one of the two options:
Option 1: Conduct the A/B test using a remote control and A/B testing tool (Firebase, Optimizely or like)

Option 2: Do the statistical math yourself
Conduct an A/B test and collect data.
Do the math manually using the standard Student T-test.

Submit a PDF with:
- the A/B test description
- report on how the experiment went.
- either screenshots from the tool or math calculations.		 1

Final assessment

Section 1

  1. Grading criteria for the final project presentation:
  2. Problem: short clear statement on what you are solving, and why it’s important.
  3. User: should be a specific user, can start from generic and then show how you narrowed it.
  4. Solution: how do you target the problem, what were the initial assumptions/hypotheses
  5. Elicitation process: interviews, how many people, what questions you asked, what you learnt.

Section 2

  1. Arriving at MVP: how you chose features, describe prototyping and learning from it, when did you launch, and how it went.
  2. Team and development process: how it evolved, what were the challenges, what fixes you made to keep progressing.
  3. Product demo: make it clear what your current product progress is.

Section 3

  1. Hypothesis-driven development: how did you verify value and understandability of your product, what were the main hypotheses you had to check through MVP.
  2. Measuring product: what metrics you chose, why, what funnels did you set for yourself, and what was the baseline for your MVP.
  3. Experimentation: What usability tests and experiments you conducted, what did you learn, how did it affect your funnels and metrics.

The retake exam

Section 1

  1. Grading criteria for the final project presentation:
  2. Problem: short clear statement on what you are solving, and why it’s important.
  3. User: should be a specific user, can start from generic and then show how you narrowed it.
  4. Solution: how do you target the problem, what were the initial assumptions/hypotheses
  5. Elicitation process: interviews, how many people, what questions you asked, what you learnt.

Section 2

  1. Arriving at MVP: how you chose features, describe prototyping and learning from it, when did you launch, and how it went.
  2. Team and development process: how it evolved, what were the challenges, what fixes you made to keep progressing.
  3. Product demo: make it clear what your current product progress is.

Section 3

  1. Hypothesis-driven development: how did you verify value and understandability of your product, what were the main hypotheses you had to check through MVP.
  2. Measuring product: what metrics you chose, why, what funnels did you set for yourself, and what was the baseline for your MVP.
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