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| − | = |
+ | = Market Research for IT Startups = |
| − | * '''Course name''': |
+ | * '''Course name''': Market Research for IT Startups |
* '''Code discipline''': |
* '''Code discipline''': |
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| − | * '''Subject area''': |
+ | * '''Subject area''': Technological Entrepreneurship |
== Short Description == |
== Short Description == |
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| + | 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 |
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| − | |||
== Prerequisites == |
== Prerequisites == |
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=== Prerequisite subjects === |
=== Prerequisite subjects === |
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| + | * N/A |
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| − | |||
=== Prerequisite topics === |
=== Prerequisite topics === |
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| + | * N/A |
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| − | * Programming experience in Python 3. x, and C++ |
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| − | * ROS (Robot Operating System) |
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| − | * Familiarity with basic concepts of Linear Algebra and Calculus |
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== Course Topics == |
== Course Topics == |
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| Line 24: | Line 22: | ||
! Section !! Topics within the section |
! Section !! Topics within the section |
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|- |
|- |
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| + | | Ideation tools || |
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| − | | 1.0 Introduction to Optimization & Variation of Calculus & Hamiltonian theory<br>(Optimal control) & Pontryagin’s Minimum Principle || |
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| + | # Art VS Creativity |
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| − | # Constrained optimization |
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| + | # Ability to discover |
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| − | # Least squares fitting |
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| + | # How to generate ideas |
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| − | # Least squares fitting with regularization |
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| + | # Creativity sources |
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| − | # Smoothing |
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| + | # Ideation in groups |
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| − | # Penalty functions |
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| + | # Rules for ideation for startups |
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| − | # Robust estimation |
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| − | # Feasible problems |
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| − | # Quadratic problems |
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| − | # Linear problems |
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| − | # Extremum |
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| − | # Convexity |
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| − | # Linearization of function up to the second variation |
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| − | # Incremental of a function |
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| − | # Incremental of a functional |
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| − | # Fixed value problem |
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| − | # Free terminal point problem |
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| − | # Fix point problem ( t f is fixed and x(tf) is free) |
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| − | # Fix point problem ( t f is free and x(tf) is fixed) |
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| − | # Free endpoint problem: if tf and x(tf) are uncorrelated |
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| − | # Free endpoint problem: if tf and x(tf) are depended on each other |
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| − | # Constrained Minimization of functions |
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| − | # Ï Elimination method (direct method) |
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| − | # Ï The Lagrange multiplier method: examples, general |
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| − | # formulation |
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| − | # Constrained Minimization of functional: Point constraints, |
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| − | # differential equation constraints |
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| − | # Hamiltonian |
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| − | # The necessary condition for optimal control |
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| − | # Boundary conditions for optimal control: with the fixed final |
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| − | # time and the final state specified or free |
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| − | # Boundary conditions for optimal control: with the free final |
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| − | # time and the final state specified, free, lies on the moving |
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| − | # point x f = θ (t f ) , or lies on a moving surface m(x(t)) ) |
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| − | # Optimal control problem |
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| − | # Pontryagin’s Minimum Principle |
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| − | # Optimal boundary value problem |
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| − | # Minimizing the square of the jerk |
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| − | # Minimizing the square of acceleration |
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|- |
|- |
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| + | | Market research content || |
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| − | | 2.0 Graph-based Path planning & Sampling-based path planning || |
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| + | # Types of research: primary vs secondary |
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| − | # Configuration Space vs Search Space for Robot |
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| + | # How to plan a research |
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| − | # Path Planning Problem Formulation |
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| + | # Market research chapters content |
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| − | # Search-based Planning: Mapping |
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| + | # Frameworks used in a market research (SWOT, Persona, etc) |
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| − | # Search-based Planning: Graph |
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| + | # Tools and sources to conduct a competitors analysis |
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| − | # Graph Searching |
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| − | # Depth First Search |
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| − | # Breath First Search |
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| − | # Cost Consideration |
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| − | # Dijkstra’s Algorithm |
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| − | # Greedy Best First Search |
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| − | # A*: Combination of Greedy Best First Search and Dijkstra’s |
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| − | # Algorithm |
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| − | # A*: Design Consideration |
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| − | # Graph-based search problem classification |
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| − | # KinoDynamic A*:Heuristics, Generating motion primitives, |
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| − | # finding neighbours |
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| − | # Hybrid A*: Motion model, finding neighbours, the cost to go h, and cost so far g |
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| − | # Probabilistic Road Map (PRM) |
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| − | # Rapidly-exploring Random Tree (RRT) |
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| − | # Rapidly-exploring Random Tree* (RRT*) |
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| − | # Pros and Cons of RRT and RRT* |
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|- |
|- |
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| + | | Customer development || |
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| − | | 3.0 Linear Quadratic Regulator (LQR) & Model Predictive Control (MPC)<br>& Curve Fitting & Frenet frame trajectory planning || |
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| + | # Interviews are the main tool for “Get Out The Building” technique |
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| − | # LQR Formulation |
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| + | # The "Mum's Test" |
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| − | # LQR via least squares |
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| + | # Jobs-To-Be-Done |
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| − | # Hamilton Jacobi Bellman (HJB) Approach |
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| + | # Good and bad interview questions |
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| − | # Bellman Optimality |
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| + | |- |
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| − | # LQR with HJB |
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| + | | Market sizing || |
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| − | # Hamiltonian formulation to find the optimal control policy |
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| + | # Market analysis VS market sizing |
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| − | # Linear quadratic optimal tracking |
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| + | # Sizing stakeholders and their interests |
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| − | # Optimal reference trajectory tracking with LQR |
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| + | # Sizing methods |
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| − | # Ways to solve Optimal Control (OCP) Problems |
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| + | # TAM SAM SOM calculation examples |
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| − | # OCP Using Nonlinear Programming Problem (NLP) |
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| + | |- |
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| − | # Model Predictive Control: Prediction model, Constraints |
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| + | | Data for a research || |
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| − | # Reference trajectory tracking |
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| + | # Sources and tools for competitors overview |
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| − | # Simplified Motion Model |
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| + | # Sources and tools for product and traffic analysis |
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| − | # With Multiple Shooting and direct collocation |
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| + | # Sources and tools for trend watching |
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| − | # Continuous nonlinear system linearization |
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| + | # Life hacks for search |
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| − | # Discrete-time nonlinear system linearization |
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| + | |- |
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| − | # Linear Time-Varying Model Predictive Control |
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| + | | Founder motivation || |
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| − | # Path tracking control |
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| + | # Ways to Stay Motivated as an Entrepreneur |
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| − | # Path tracking control with MPC: kinematic model, trajectory |
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| + | # Exercises for founders motivation |
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| − | # generation, dynamic model, and cost, formulation |
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| + | |- |
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| − | # n degree polynomial fitting |
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| + | | Pitch Day || |
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| − | # Euler–Lagrange equation |
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| + | # Market research results presentations |
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| − | # Minimum jerk trajectory (MJT) generation |
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| + | |} |
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| − | # Quintic polynomial |
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| + | |||
| − | # Lagrange polynomials |
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| − | # Lagrange first-order, second-order, and nth-order |
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| − | # interpolation |
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| − | # Spline interpolation: Linear, Quadratic, and Cubic Spline |
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| − | # Other types of curve fitting: Gradient descent, Double arc |
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| − | # trajectory interpolation |
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| − | # Nonlinear curve fitting |
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| − | # Bezier curve fitting |
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| − | # B-spline curve fitting |
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| − | # Frenet frame |
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| − | # Curve parameterization of the reference trajectory |
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| − | # Estimate the position of a given Spline |
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| − | # The road-aligned coordinate system with a nonlinear |
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| − | # dynamic bicycle model |
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| − | # Frenet frame trajectory tracking using a nonlinear bicycle |
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| − | # model |
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| − | # Transformations from Frenet coordinates to global |
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| − | # coordinates |
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| − | # Polynomial motion planning |
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| − | # Frenet frame trajectory generation algorithm |
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| − | # Calculate global trajectories |
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| − | |} |
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== Intended Learning Outcomes (ILOs) == |
== Intended Learning Outcomes (ILOs) == |
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=== What is the main purpose of this course? === |
=== What is the main purpose of this course? === |
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| + | 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. |
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| − | What is the main goal of this course formulated in one sentence? |
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| − | the main principles of optimal motion planner |
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| − | Describe various classifications of path planning |
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| − | State the characteristics of a different curve fitting |
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| − | Elaborate on the main principles model predictive control paradigm |
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| − | List the key commonalities and differences between linear and nonlinear motion planning formulation |
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| − | Explain what is Frenet frame trajectory generation |
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| − | Describe the important aspects and elements of a plan-based control paradigm |
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| − | Level 2: What basic practical skills should a student be able to perform? |
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| − | List the practical skills students gain. Use appropriate verbs in your statements. |
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| − | By the end of the course, the students should be able to ... |
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| − | Formulate and assess a given motion planning problem |
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| − | Perform different representations of the problem |
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| − | Design effective motion planner |
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| − | Model, design, and conduct experiments on a simulated environment |
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| − | Compare with different planning algorithm in terms of accuracy, performance, and complexity |
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| − | Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? |
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| − | List the comprehensive skills students are expected to obtain by the end of the course. Use appropriate verbs. |
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| − | By the end of the course, the students should be able to ... |
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| − | Understand the given motion planning problem and formulate an appropriate planner |
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| − | Elicit and document requirements |
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| − | Split the problem formulation into several sub-problems and analyses |
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| − | Generate different types of trajectory for specified scenarios |
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| − | Understand when to use soft and hard constraints-based motion planning problem formulation |
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=== ILOs defined at three levels === |
=== ILOs defined at three levels === |
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| Line 166: | Line 72: | ||
==== Level 1: What concepts should a student know/remember/explain? ==== |
==== Level 1: What concepts should a student know/remember/explain? ==== |
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By the end of the course, the students should be able to ... |
By the end of the course, the students should be able to ... |
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| + | * Market research techniques using open data, |
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| − | |||
| + | * Typology of market assessment methods, |
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| + | * Types of research data and their application, |
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| + | * Market research components: competitors overview, value proposition, trend watching, venture status, business models, buyers profile etc |
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==== 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 ... |
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| + | * Methods of ideation, |
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| − | * Formulate and assess a given motion planning problem |
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| + | * TAM SAM SOM method, 2 approaches, |
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| − | * Perform different representations of the problem |
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| + | * Applied tools and resources for market sizing, |
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| − | * Design effective motion planner |
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| + | * Principles to work with business hypotheses |
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| − | * Model, design, and conduct experiments on a simulated environment |
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| − | * Compare with different planning algorithm in terms of accuracy, performance, and complexity |
||
==== 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 ... |
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| + | * Identify and describe the market |
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| − | * Understand the given motion planning problem and formulate an appropriate planner |
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| + | * Assess market potential for any business idea |
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| − | * Elicit and document requirements |
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| + | * Conduct relevant market research before starting up a business |
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| − | * Split the problem formulation into several sub-problems and analyses |
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| + | * Use the most relevant and high-quality data for a market research |
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| − | * Generate different types of trajectory for specified scenarios |
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| + | |||
| − | * Understand when to use soft and hard constraints-based motion planning problem formulation |
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== Grading == |
== Grading == |
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| Line 191: | Line 99: | ||
! Grade !! Range !! Description of performance |
! Grade !! Range !! Description of performance |
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|- |
|- |
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| − | | A. Excellent || |
+ | | A. Excellent || 85.0-100.0 || - |
|- |
|- |
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| − | | B. Good || |
+ | | B. Good || 70.0-84.0 || - |
|- |
|- |
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| − | | C. Satisfactory || 50.0- |
+ | | C. Satisfactory || 50.0-69.0 || - |
|- |
|- |
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| D. Fail || 0.0-50.0 || - |
| D. Fail || 0.0-50.0 || - |
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| Line 206: | Line 114: | ||
! Activity Type !! Percentage of the overall course grade |
! Activity Type !! Percentage of the overall course grade |
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|- |
|- |
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| + | | Paper #0: Market research structure || 0-10 scale (costs 10% final) |
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| − | | Assignment || 50 |
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|- |
|- |
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| + | | Paper #1: TAM SAM SOM || 0-10 scale (costs 20% final) |
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| − | | Quizzes || 20 |
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|- |
|- |
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| + | | Workshops activity || 3 points for each of 7 workshops: 1 point=participation, 2 points=discussion, 3 points=valuable results (costs 21% final) |
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| − | | In-class activity || 10 |
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|- |
|- |
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| + | | Paper #2: Market research || 0-10 scale (costs 30% final) |
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| − | | Mini-project || 20 |
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| + | |- |
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| + | | Final Presentation || 0-10 scale (costs 20% final) |
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|} |
|} |
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=== Recommendations for students on how to succeed in the course === |
=== Recommendations for students on how to succeed in the course === |
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| − | Participation is important. Showing up is the key to success in this course.<br> |
+ | 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 == |
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=== Open access resources === |
=== Open access resources === |
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| + | * - article with reflections on the methodology book on the 55 typical business models |
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| − | * The Open Motion Planning Library |
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| + | * - 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. |
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| − | * Kulathunga, G., Devitt, D., & Klimchik, A. (2022). Trajectory tracking for quadrotors: An optimization‐based planning followed by controlling approach. Journal of Field Robotics, 39(7), 1001-1011. |
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| + | * - 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. |
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| − | * Lima, P. F., Mårtensson, J., & Wahlberg, B. (2017, December). Stability conditions for linear time-varying model predictive control in autonomous driving. In 2017 IEEE 56th Annual Conference on Decision and Control (CDC) (pp. 2775-2782). IEEE. |
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| + | * A selection of with a summary of key ideas from Harvard Business Review |
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| + | * F. Sesno "" - the book on how to get information out of people through questions. |
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| + | * a visual guide book to dealing with your inner procrastinator |
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=== Closed access resources === |
=== Closed access resources === |
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| + | * Crunchbase.com |
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| − | * Takahashi, A., Hongo, T., Ninomiya, Y., & Sugimoto, G. (1989, September). Local path planning and motion control for agv in positioning. In Proceedings. IEEE/RSJ International Workshop on Intelligent Robots and Systems'.(IROS'89)'The Autonomous Mobile Robots and Its Applications (pp. 392-397). IEEE. |
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| + | * Statista.com |
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| − | * Mueller, M. W., Hehn, M., & D'Andrea, R. (2015). A computationally efficient motion primitive for quadrocopter trajectory generation. IEEE transactions on robotics, 31(6), 1294-1310. |
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| − | * Werling, M., Ziegler, J., Kammel, S., & Thrun, S. (2010, May). Optimal trajectory generation for dynamic street scenarios in a frenet frame. In 2010 IEEE International Conference on Robotics and Automation (pp. 987-993). IEEE. |
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=== Software and tools used within the course === |
=== Software and tools used within the course === |
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| + | * Boardofinnovation.com |
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| − | * Provide at least 3 open/freemium access tools |
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| + | * Miro.com |
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| − | * Gazebo https://gazebosim.org/home |
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| + | * Notion.com |
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| − | * ROS, https://www.ros.org/ |
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| + | * MS Teams |
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| − | * CasADi https://web.casadi.org/ |
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| + | |||
= Teaching Methodology: Methods, techniques, & activities = |
= Teaching Methodology: Methods, techniques, & activities = |
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== Activities and Teaching Methods == |
== Activities and Teaching Methods == |
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| + | {| class="wikitable" |
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| + | |+ Teaching and Learning Methods within each section |
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| + | |- |
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| + | ! Teaching Techniques !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7 |
||
| + | |- |
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| + | | 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 |
||
| + | |- |
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| + | | Differentiated learning (provide tasks and activities at several levels of difficulty to fit students needs and level) || 1 || 1 || 1 || 1 || 1 || 1 || 1 |
||
| + | |- |
||
| + | | Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them); || 1 || 1 || 1 || 1 || 1 || 1 || 1 |
||
| + | |- |
||
| + | | Business game (learn by playing a game that incorporates the principles of the material covered within the course). || 1 || 1 || 1 || 1 || 1 || 1 || 1 |
||
| + | |- |
||
| + | | inquiry-based learning || 1 || 1 || 1 || 1 || 1 || 1 || 1 |
||
| + | |} |
||
{| class="wikitable" |
{| class="wikitable" |
||
|+ Activities within each section |
|+ Activities within each section |
||
|- |
|- |
||
| − | ! Learning Activities !! Section 1 !! Section 2 !! Section 3 |
+ | ! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7 |
|- |
|- |
||
| − | | Lectures || 1 || 1 || 1 |
+ | | 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 == |
== Formative Assessment and Course Activities == |
||
| Line 273: | Line 208: | ||
! 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 |
||
| − | | Quiz || 1. Solving constrained optimization?<br>2. Solving Least squares fitting with regularization?<br>3. Solving smoothing of a trajectory?<br>4. Solving problems with penalty functions?<br>5. How to estimate robust control? || 10 |
||
|- |
|- |
||
| + | | 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 |
||
| − | | Individual Assignments || A1: Fix point problem ( t f is fixed and x(t f ) is free)<br>Define a motion planner where the start and final states are fixed, Given an objective function, the objective is to derive optimal control based on Hamiltonian and simulate on Gazebo-based environment <br><br>Submit a report and source code:<br>- Experimenting on different scenarios <br>- Check problem formulation and implementation accuracy <br><br>A2: Fix point problem ( t f is fixed and x(t f ) is free)<br>Define a motion planner where the start and final states are fixed, however placing a set of state and control constraints. Given an objective function, the objective is to derive optimal control based on Pontryagin’s Minimum Principle and simulate on Gazebo-based environment <br><br>Submit a report and source code:<br>- Experimenting on different scenarios <br>- Importance of placing constraints on state and control spaces <br><br>A2: Optimal boundary value problem<br>Define a motion planner that minimizes the square of acceleration for ground vehicle <br>Submit a report and source code:<br>- Experimenting on different scenarios <br>- Check problem formulation and implementation accuracy <br>- Effects of minimizing jerk over acceleration || 20 |
||
| − | | |
+ | |- |
| + | | 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 ==== |
==== Section 2 ==== |
||
{| class="wikitable" |
{| class="wikitable" |
||
| Line 283: | Line 221: | ||
! Activity Type !! Content !! Is Graded? |
! Activity Type !! Content !! Is Graded? |
||
|- |
|- |
||
| + | | 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 |
||
| − | | Quiz || 1. Difference between configuration space vs search space for robots?<br>2. How to estimate heuristics for KinoDynamic A*?<br>3. How to find the motion model, neighbours, cost to go h, and<br>cost so far g for Hybrid A*?<br>4. Different between Depth First Search, breath first search, and best first search algorithms?<br>5. How to classify graph-based search problem? || 5 |
||
|- |
|- |
||
| + | | 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 |
||
| − | | Individual Assignments || A1: kinematically feasible path planning <br>Implementation of the Hybrid A* for car-like ground vehicle and simulate planning in various environments <br>Submit a report and source code:<br>- Experimenting on different scenarios <br>- Check problem formulation and implementation accuracy <br><br>A2: Dynamically feasible path planning <br>Implementation of the KinoDynamic A* for car-like ground vehicle and simulate planning in various environments <br><br>Submit a report and source code:<br>- Experimenting on different scenarios <br>- Check problem formulation and implementation accuracy <br><br>A2: Sampling-based path planning <br>Develop a sampling-based path planner, RRT*, and compare with KinoDynamic A* and Hybrid A*<br>Submit a report and source code:<br>- Experimenting on different scenarios <br>- Check problem formulation and implementation accuracy <br>- Check the performance in term of reaching the goal and execution time || 15 |
||
| − | | |
+ | |- |
| + | | 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 |
||
| + | |} |
||
| + | |||
==== Section 3 ==== |
==== Section 3 ==== |
||
{| class="wikitable" |
{| class="wikitable" |
||
| Line 293: | Line 234: | ||
! Activity Type !! Content !! Is Graded? |
! Activity Type !! Content !! Is Graded? |
||
|- |
|- |
||
| + | | Oral test || Good or bad interview question? <br> Useful or useless feedback? || 0 |
||
| − | | Quiz || 1. List down ways to solve optimal control (OCP) problems.<br>2. How to formulate OCP using nonlinear programming problem (NLP)?<br>3. Difference between multiple shooting and direct collocation?<br>4. Explain the hamilton Jacobi bellman (HJB) approach?<br>5. How to formulate optimal reference trajectory tracking using (Linear Quadratic Regulator) LQR? || 5 |
||
|- |
|- |
||
| + | | Workshop || Work on your customer profile using the Persona template. Make a client interview script with the help of the Problem-validation-script. || 1 |
||
| − | | Individual Assignments || A1: Path tracking control with Model predictive control (MPC)<br>Develop a motion planner that sends a set of control commands to the robot to follow a path. Need to design path tracking controller considering: kinematic model, trajectory generation, dynamic model, and cost, formulation<br>Submit a report and source code:<br>- Experimenting on different scenarios <br>- Check problem formulation and implementation accuracy <br><br>A2: Hamilton Jacobi Bellman (HJB) Approach<br>Define jerk minimization problem and apply Linear Quadratic Regulator for tracking the trajectory. Initially, the analytical solution should be developed and develop in a Gazabo-based simulated environment <br><br>Submit a report and source code:<br>- Experimenting on different scenarios <br>- Checking the accuracy of the trajectory tracker <br>A2: Lagrange polynomials and Spline interpolation<br>Apply a path planner to generate a set of intermediate waypoints and then apply Lagrange polynomials and Spline interpolation and generate trajectory <br>Submit a report and source code:<br>- Compare the properties of these <br>- Check problem formulation and implementation accuracy <br>- Compare results with nonlinear curve fitting algorithms: B-spline and Bezier || 15 |
||
| − | | |
+ | |- |
| + | | Case study || Watch the video with the case study. This is an example of HOW NOT to take a customer discovery interview. Discuss what went wrong? || 0 |
||
| + | |} |
||
| + | |||
| + | ==== Section 4 ==== |
||
| + | {| class="wikitable" |
||
| + | |+ |
||
| + | |- |
||
| + | ! Activity Type !! Content !! Is Graded? |
||
| + | |- |
||
| + | | Workshop || Estimate your target market using the TAM-SAM-SOM template in MIRO. Explain the data. || 1 |
||
| + | |- |
||
| + | | Case study || Learn a market sizing case: online babysitting service || 0 |
||
| + | |} |
||
| + | |||
| + | ==== Section 5 ==== |
||
| + | {| class="wikitable" |
||
| + | |+ |
||
| + | |- |
||
| + | ! Activity Type !! Content !! Is Graded? |
||
| + | |- |
||
| + | | Workshop || Use 3 tools from this lesson's theory that you are least familiar with or have not used at all. From each source, take one insight on the state of your project's market. (For example, the total size of your target market, a leading competitor, number of users, or a growing trend) || 0 |
||
| + | |- |
||
| + | | Oral presentation || Take one tool from the list below and create a “how-to” guide to the service for your classmates. The guide could be done in a form of 1) video-instruction 2) text 3) visualized scheme 4) presentation. The guide must answer how to use a tool and give an example of its use on concrete case study. Studying the guide should take your reader not mach then 15 min. || 1 |
||
| + | |} |
||
| + | |||
| + | ==== Section 6 ==== |
||
| + | {| class="wikitable" |
||
| + | |+ |
||
| + | |- |
||
| + | ! Activity Type !! Content !! Is Graded? |
||
| + | |- |
||
| + | | Workshop || Exercises: <br> Personal SWOT Analysis <br> List of Personal Achievements <br> Analysis of Motivating Activities <br> Your Personal Vision || 0 |
||
| + | |} |
||
| + | |||
| + | ==== Section 7 ==== |
||
| + | {| class="wikitable" |
||
| + | |+ |
||
| + | |- |
||
| + | ! Activity Type !! Content !! Is Graded? |
||
| + | |- |
||
| + | | Pitch session || The final Market Research report should follow the structure discussed <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 |
||
| + | |} |
||
| + | |||
=== Final assessment === |
=== Final assessment === |
||
'''Section 1''' |
'''Section 1''' |
||
| + | # For the final assessment, students should complete the Market Research paper. |
||
| − | # Can be a final exam, project defence, or some other equivalent of the final exam. |
||
| + | # 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. |
||
| − | # For the final assessment, students present the project work they have accomplished during the course. Below are the grading criteria for each section. |
||
| + | # 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. |
||
| − | # Section 1/2/3 Mini-Project |
||
| + | # Grading criteria for the final project presentation: |
||
| − | # Need to select a topic from the provided project list, and propose the approach to solve the problem. Afterwards, need to develop and test the proposed approach in a simulated setup |
||
| + | # Market sizing has been carried out |
||
| − | # Understanding how to formulate a given motion planning problem |
||
| + | # Customer segments are named |
||
| − | # Checking implementation accuracy |
||
| + | # Сompetitor analysis has been conducted |
||
| − | # Reporting on finding and difficulting while formulating and implementing the proposed approach |
||
| + | # 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''' |
||
'''Section 3''' |
'''Section 3''' |
||
| + | |||
| + | '''Section 4''' |
||
| + | |||
| + | '''Section 5''' |
||
| + | |||
| + | '''Section 6''' |
||
| + | |||
| + | '''Section 7''' |
||
=== The retake exam === |
=== The retake exam === |
||
'''Section 1''' |
'''Section 1''' |
||
| − | # For the retake, students have to |
+ | # 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''' |
||
'''Section 3''' |
'''Section 3''' |
||
| + | |||
| + | '''Section 4''' |
||
| + | |||
| + | '''Section 5''' |
||
| + | |||
| + | '''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
| Section | Topics within the section |
|---|---|
| Ideation tools |
|
| Market research content |
|
| Customer development |
|
| Market sizing |
|
| Data for a research |
|
| Founder motivation |
|
| Pitch Day |
|
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 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 |
| 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
- For the final assessment, students should complete the Market Research paper.
- It should follow the market research paper structure, contain information about market volume (TAM SAM SOM), data must be gathered with help of data sources learnt.
- The paper should refer to market potential and give the basis to make business decisions, answer questions on how to start and develop your idea, what is your business model, target customer persona, product MVP etc.
- Grading criteria for the final project presentation:
- Market sizing has been carried out
- Customer segments are named
- Сompetitor analysis has been conducted
- At least 2 prominent data sources are used
- Customer discovery interviews conducted
- Future steps are mapped out
- The final report is visualized clearly and transparent
Section 2
Section 3
Section 4
Section 5
Section 6
Section 7
The retake exam
Section 1
- For the retake, students have to submit the results of the market sizing exercise with the TAM SAM SOM method in the form of a visual framework studied.
Section 2
Section 3
Section 4
Section 5
Section 6
Section 7