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= Market Research for IT Startups =
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= Computer Architecture =
  
−
* '''Course name''': Computer Architecture
 +
* '''Course name''': Market Research for IT Startups
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* '''Code discipline''': XXX
 +
* '''Code discipline''':
−
* '''Subject area''':
+
* '''Subject area''': Technological Entrepreneurship
   
 
== Short Description ==
  
== 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
−
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 ===
  +
* N/A
−  
   
 
=== Prerequisite topics ===
  
=== Prerequisite topics ===
  +
* N/A
−  
   
 
== Course Topics ==
  
== Course Topics ==
Line 22: Line 22:
 
! Section !! Topics within the section
  
! Section !! Topics within the section
 
|-
  
|-
  +
| Ideation tools ||
−
| Introduction to the Fundamental Concepts of Computer Architecture ||
 
  +
# Art VS Creativity
−
# Key Components of a Computer System
  
  +
# Ability to discover
−
# Fundamental Ideas of Computer Architecture
  
  +
# How to generate ideas
−
# Translation Hierarchy of a High-Level Program into Machine Code
  
  +
# Creativity sources
−
# Performance Metrics of a Computer System
  
  +
# Ideation in groups
  +
# Rules for ideation for startups
 
|-
  
|-
  +
| Market research content ||
−
| Computational Logic Implementation in a Computer System ||
 
  +
# Types of research: primary vs secondary
−
# Logic Gates and Boolean Algebra
  
  +
# How to plan a research
−
# Logic Circuits
  
  +
# Market research chapters content
−
# Combinational and Sequential Logic
  
  +
# Frameworks used in a market research (SWOT, Persona, etc)
−
# Number Systems
  
  +
# Tools and sources to conduct a competitors analysis
−
# The Basics of Verilog Hardware Description Language (HDL) Programming
  
 
|-
  
|-
  +
| Customer development ||
−
| Instruction Representation and Execution in a Computer System ||
 
  +
# Interviews are the main tool for “Get Out The Building” technique
−
# Instruction Set Architecture (ISA)
  
−
# The Overview of MIPS ISA
 +
# The "Mum's Test"
  +
# Jobs-To-Be-Done
−
# Types of MIPS Instructions and Their Representation in a Binary Format
  
  +
# Good and bad interview questions
−
# Sample MIPS Assembly Programs
  
 
|-
  
|-
−
| Computer Arithmetics ||
+
| Market sizing ||
  +
# Market analysis VS market sizing
−
# Basic Arithmetic Operations (Bitwise, Shifts, Multiplication, Division, and Others)
  
  +
# Sizing stakeholders and their interests
−
# Overflow and Underflow Problems for Arithmetic Operations
  
  +
# Sizing methods
−
# Arithmetic Operations with Floation Point Numbers
  
  +
# TAM SAM SOM calculation examples
−
# Problems Related to Precision and Conversion for Floating Point Numbers
  
 
|-
  
|-
−
| Processor Architecture ||
+
| Data for a research ||
  +
# Sources and tools for competitors overview
−
# Key Components of a Processor: Control and Arithmetic Logic Unit, Registers
  
  +
# Sources and tools for product and traffic analysis
−
# Processor Datapath and Control Signals
  
  +
# Sources and tools for trend watching
−
# The Notion of a Pipelined Execution, Pipeline Hazards, and Their Solutions
  
  +
# Life hacks for search
−
# A Simple and Pipelined Implementation Schemes of a Processor
  
 
|-
  
|-
−
| Advanced Topics ||
+
| Founder motivation ||
  +
# Ways to Stay Motivated as an Entrepreneur
−
# Computer Security and Vulnerabilities
  
  +
# Exercises for founders motivation
−
# Graphics Processing Unit (GPU) and General-Purpose GPU Programming
  
  +
|-
−
# Modern Approaches for Memory Hierarchy Design
  
  +
| Pitch Day ||
−
|}
 
  +
# Market research results presentations
  +
|}
  +
 
== Intended Learning Outcomes (ILOs) ==
  
== Intended Learning Outcomes (ILOs) ==
   
 
=== What is the main purpose of this course? ===
  
=== 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.
−
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 ===
Line 67: Line 72:
 
==== 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 ...
  +
* Market research techniques using open data,
−
* Key components of a modern computer system
  
  +
* Typology of market assessment methods,
−
* Available performance metrics for computer systems
  
  +
* Types of research data and their application,
−
* Computer arithmetics operations, including floating point numbers
  
  +
* Market research components: competitors overview, value proposition, trend watching, venture status, business models, buyers profile etc
−
* Number systems and conversion between them
  
−
* Representation formats for computer instructions
  
   
 
==== 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 ...
  +
* Methods of ideation,
−
* Fundamental principles of computer architecture (Moore’s law, memory hierarchy, multiprocessing, speculative execution, and others)
  
  +
* TAM SAM SOM method, 2 approaches,
−
* The design scheme of a modern processor
  
  +
* Applied tools and resources for market sizing,
−
* The interaction principles between software and hardware
  
  +
* Principles to work with business hypotheses
−
* Program representation and execution by a computer system
  
   
 
==== 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 ...
  +
* Identify and describe the market
−
* The design skills of logic circuits by using Verilog HDL programming language
  
  +
* Assess market potential for any business idea
−
* FPGA programming by using Quartus Prime software
  
  +
* Conduct relevant market research before starting up a business
−
* MIPS assembly programming (including MARS simulator)
 
  +
* Use the most relevant and high-quality data for a market research
  +
 
== Grading ==
  
== Grading ==
   
Line 93: Line 99:
 
! Grade !! Range !! Description of performance
  
! Grade !! Range !! Description of performance
 
|-
  
|-
−
| A. Excellent || 90-100 || -
 +
| A. Excellent || 85.0-100.0 || -
 
|-
  
|-
−
| B. Good || 70-89 || -
 +
| B. Good || 70.0-84.0 || -
 
|-
  
|-
−
| C. Satisfactory || 60-69 || -
 +
| C. Satisfactory || 50.0-69.0 || -
 
|-
  
|-
−
| D. Poor || 0-59 || -
 +
| D. Fail || 0.0-50.0 || -
 
|}
  
|}
   
Line 108: Line 114:
 
! Activity Type !! Percentage of the overall course grade
  
! Activity Type !! Percentage of the overall course grade
 
|-
  
|-
  +
| Paper #0: Market research structure || 0-10 scale (costs 10% final)
−
| Labs/seminar classes || 20
  
 
|-
  
|-
  +
| Paper #1: TAM SAM SOM || 0-10 scale (costs 20% final)
−
| Interim performance assessment || 40
  
 
|-
  
|-
  +
| Workshops activity || 3 points for each of 7 workshops: 1 point=participation, 2 points=discussion, 3 points=valuable results (costs 21% final)
−
| Exams || 40
  
  +
|-
  +
| 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 ===
  
=== 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.<br>Students work in teams, so coordinating teamwork will be an important factor for success.<br>Reading the provided materials is mandatory, as lectures will mainly consist of discussions and reflections not slides or reading from scratch.<br>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 ==
  
== Resources, literature and reference materials ==
   
 
=== Open access resources ===
  
=== Open access resources ===
  +
* - article with reflections on the methodology book on the 55 typical business models
−
* Handouts supplied by the instructor
  
  +
* - 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.
−
* Online resources shared by instructor
  
  +
* - 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 ===
  
=== Closed access resources ===
  +
* Crunchbase.com
−  
  +
* Statista.com
   
 
=== Software and tools used within the course ===
  
=== Software and tools used within the course ===
  +
* Boardofinnovation.com
−
 
  +
* Miro.com
  +
* Notion.com
  +
* MS Teams
  +
 
= Teaching Methodology: Methods, techniques, & activities =
  
= Teaching Methodology: Methods, techniques, & activities =
   
Line 135: Line 154:
 
|+ Teaching and Learning Methods within each section
  
|+ Teaching and Learning Methods within each section
 
|-
  
|-
−
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6
 +
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7
 
|-
  
|-
−
| Development of individual parts of software product code || 1 || 1 || 1 || 1 || 1 || 1
 +
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1 || 1 || 1 || 1 || 1
 
|-
  
|-
−
| Homework and group projects || 1 || 1 || 1 || 1 || 1 || 1
 +
| Project-based learning (students work on a project) || 1 || 1 || 1 || 1 || 1 || 1 || 1
 
|-
  
|-
−
| Midterm evaluation || 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
 
|-
  
|-
−
| Testing (written or computer based) || 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
 
|-
  
|-
−
| Oral polls || 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
 
|-
  
|-
−
| Discussions || 1 || 1 || 1 || 1 || 1 || 1
 +
| inquiry-based learning || 1 || 1 || 1 || 1 || 1 || 1 || 1
 
|}
  
|}
 
{| class="wikitable"
  
{| class="wikitable"
 
|+ Activities within each section
  
|+ Activities within each section
 
|-
  
|-
−
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6
 +
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7
 
|-
  
|-
−
| Question || 0 || 1 || 0 || 0 || 0 || 0
 +
| Interactive Lectures || 1 || 1 || 1 || 1 || 1 || 1 || 1
−
|}
 
−
== Formative Assessment and Course Activities ==
  
−  
−
=== Ongoing performance assessment ===
  
−  
−
==== Section 1 ====
  
−
{| class="wikitable"
  
−
|+
 
 
|-
  
|-
  +
| Lab exercises || 1 || 1 || 1 || 1 || 1 || 1 || 0
−
! Activity Type !! Content !! Is Graded?
  
 
|-
  
|-
−
| Question || Do you agree that main memory (RAM) is a non-volatile memory? || 1
 +
| Group projects || 1 || 0 || 0 || 0 || 0 || 1 || 1
 
|-
  
|-
  +
| Flipped classroom || 1 || 1 || 1 || 1 || 1 || 1 || 0
−
| 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
  
 
|-
  
|-
−
| Question || What is the key principle behind the Von Neumann Architecture? || 1
 +
| Discussions || 1 || 1 || 1 || 1 || 1 || 1 || 1
 
|-
  
|-
  +
| Presentations by students || 1 || 0 || 1 || 0 || 0 || 0 || 1
−
| Question || Specify a correct order for tools used during high-level program translation and execution: Compiler, Assebler, Linker, Loader; || 1
  
 
|-
  
|-
  +
| Oral Reports || 1 || 0 || 1 || 0 || 0 || 0 || 1
−
| 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
  
 
|-
  
|-
  +
| Cases studies || 0 || 1 || 0 || 1 || 1 || 1 || 0
−
| Question || Demonstration and description of key elements of an FPGA board (memory unit, PCI slot, clock generator, etc.); || 0
  
 
|-
  
|-
  +
| Experiments || 0 || 0 || 1 || 0 || 0 || 0 || 0
−
| Question || Description of specific features of FPGA as compared to other integrated circuit devices; || 0
  
 
|-
  
|-
−
| Question || Writing basic code for FPGA board; || 0
 +
| Written reports || 0 || 0 || 1 || 0 || 0 || 1 || 0
 
|-
  
|-
  +
| Individual Projects || 0 || 0 || 0 || 1 || 0 || 0 || 0
−
| Question || Configuration and usage of the basic functionality in Quartus Prime software || 0
  
−
|}
+
|-
  +
| Peer Review || 0 || 0 || 0 || 0 || 0 || 0 || 1
−
==== Section 2 ====
  
  +
|}
  +
  +
== Formative Assessment and Course Activities ==
  +
  +
=== Ongoing performance assessment ===
  +
  +
==== Section 1 ====
 
{| class="wikitable"
  
{| class="wikitable"
 
|+
 
|+
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! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| Discussion || Difference between Art and Creativity. Examples from your personal experience <br> Tools to manage your attention: work with exercises above <br> 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? <br> Idea diary: share your experience, was it useful? How to keep motivation to continue? <br> Sharing your business ideas: is it risky for a founder? Why? <br> Name and discuss principles of hypothesis thinking <br> Name and comment on ideation tool you know. Did you have an experience with it? <br> Where to take creativity? Your advice <br> Lets find examples of “Steal like an artist” approach among startups <br> 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
−
| Question || Convert decimal number 123 into base-5 format; || 1
  
 
|-
  
|-
  +
| 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
−
| Question || Do you agree that a S/R latch and a D flip-flop have different storage capacities? || 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
−
| Question || Choose the key differences between SRAM and DRAM memory types: cost, power consumption, volatility, access speed, storage capacity, etc.; || 1
  
  +
|}
  +
  +
==== Section 2 ====
  +
{| class="wikitable"
  +
|+
 
|-
  
|-
  +
! Activity Type !! Content !! Is Graded?
−
| Question || Do you agree that one of the key differences between sequential and combinational logic circuits is the presence of memory elements? || 1
  
 
|-
  
|-
  +
| Discussion || What are the basic steps in market research? <br> What are the commonly used market research methods? <br> What research question types can be asked in surveys? <br> Should startup prefer primary or secondary research? || 0
−
| Question || Questions regarding the basic logic gates; || 0
  
 
|-
  
|-
  +
| Workshop || SWOT analysis: compare your business idea with competitors and market situation <br> 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
−
| Question || Assignments to design simple logic circuits with 2-3 logic gates on a white board; || 0
  
 
|-
  
|-
  +
| Home written assignment || Market research doc: create a structure that is: <br> 1-2 pages long <br> Describes your business idea <br> Contains the structure of your future research <br> Contains a list of questions to answer during the research for each chapter proposed <br> Contains links and references to data sources potentilly interesting to use in a research <br> Its feasible: it should be a chance you may answer all the questions stated in the doc <br> The doc format is designed and well structured || 1
−
| 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 3 ====
 
{| class="wikitable"
  
{| class="wikitable"
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! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
−
| Question || How many bits are in one MIPS word? || 1
 +
| Oral test || Good or bad interview question? <br> 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
−
| Question || Which MIPS directive would you use to create a string data? || 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
−
| 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
  
−
|-
 +
|}
  +
−
| 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 4 ====
 
{| class="wikitable"
  
{| class="wikitable"
Line 236: Line 247:
 
! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| Workshop || Estimate your target market using the TAM-SAM-SOM template in MIRO. Explain the data. || 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
  
−
|-
  
−
| Question || What is a "register spilling" in the context of MIPS instruction set architecture? || 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
  
 
|-
  
|-
  +
| Case study || Learn a market sizing case: online babysitting service || 0
−
| Question || Questions regarding the execution of arithmetic operations with interger and floating-point values || 0
  
−
|}
+
|}
  +
 
==== Section 5 ====
  
==== Section 5 ====
 
{| class="wikitable"
  
{| class="wikitable"
Line 258: Line 258:
 
! Activity Type !! Content !! Is Graded?
  
! 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
−
| 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
  
 
|-
  
|-
  +
| 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
−
| 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 ====
  
==== Section 6 ====
 
{| class="wikitable"
  
{| class="wikitable"
Line 280: Line 269:
 
! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| Workshop || Exercises: <br> Personal SWOT Analysis <br> List of Personal Achievements <br> Analysis of Motivating Activities <br> Your Personal Vision || 0
−
| Question || Cold boot attack explores vulnerabilities in a memory dump mechanism. What is a memory dump? || 1
  
  +
|}
  +
  +
==== Section 7 ====
  +
{| class="wikitable"
  +
|+
 
|-
  
|-
  +
! Activity Type !! Content !! Is Graded?
−
| 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
  
 
|-
  
|-
  +
| Pitch session || The final Market Research report should follow the structure discussed <br> 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
−
| 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'''
  +
# For the final assessment, students should complete the Market Research paper.
−
# Briefly describe the principles of Von Neumann architecture. Illustrate with a diagram.
  
  +
# 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.
−
# 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.
  
  +
# 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.
−
# 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?
  
  +
# 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 2'''
  +
−
# Prove that the AND and NOT logic gates can be implemented by using only the NOR logic gate.
  
−
# What are the S/R latch and D latch? Draw the respective logic circuits. Describe the differences between them.
  
−
# 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'''
  +
−
# 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
  
−
# 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.
  
−
# List and describe the purpose of general-purpose MIPS registers.
  
 
'''Section 4'''
  
'''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'''
  
'''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'''
  
'''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?
  
  +
'''Section 7'''
−
# 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'''
  +
# 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 2'''
   
Line 338: Line 319:
   
 
'''Section 6'''
  
'''Section 6'''
  +
  +
'''Section 7'''

Latest revision as of 09:50, 29 May 2023

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

Course Sections and Topics
Section Topics within the section
Ideation tools
  1. Art VS Creativity
  2. Ability to discover
  3. How to generate ideas
  4. Creativity sources
  5. Ideation in groups
  6. Rules for ideation for startups
Market research content
  1. Types of research: primary vs secondary
  2. How to plan a research
  3. Market research chapters content
  4. Frameworks used in a market research (SWOT, Persona, etc)
  5. Tools and sources to conduct a competitors analysis
Customer development
  1. Interviews are the main tool for “Get Out The Building” technique
  2. The "Mum's Test"
  3. Jobs-To-Be-Done
  4. Good and bad interview questions
Market sizing
  1. Market analysis VS market sizing
  2. Sizing stakeholders and their interests
  3. Sizing methods
  4. TAM SAM SOM calculation examples
Data for a research
  1. Sources and tools for competitors overview
  2. Sources and tools for product and traffic analysis
  3. Sources and tools for trend watching
  4. Life hacks for search
Founder motivation
  1. Ways to Stay Motivated as an Entrepreneur
  2. Exercises for founders motivation
Pitch Day
  1. 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

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

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

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
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

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

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

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

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

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

Activity Type Content Is Graded?
Workshop Exercises:
Personal SWOT Analysis
List of Personal Achievements
Analysis of Motivating Activities
Your Personal Vision		 0

Section 7

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

  1. For the final assessment, students should complete the Market Research paper.
  2. 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.
  3. 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.
  4. Grading criteria for the final project presentation:
  5. Market sizing has been carried out
  6. Customer segments are named
  7. Сompetitor analysis has been conducted
  8. At least 2 prominent data sources are used
  9. Customer discovery interviews conducted
  10. Future steps are mapped out
  11. 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

  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

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