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évoluSIòn: educating the Y generation

évoluSIòn: educating the Y generation

A Service Design approach to the systematic problems encountered in my school, which kept on leading to demotivation and poor performance.
Full report (in French): http://mattischneider.fr/polytech/evolusion/rapport_evolusion.pdf

Matti Schneider

June 17, 2011
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  1. évoluSIòn
    ´ `
    IMPROVING COMMUNICATION
    WITHIN POLYTECH’NICE
    Fabien Brossier
    Thomas De Bona
    Jérémy Gabriele
    Matti Schneider-Ghibaudo
    Tutors: Françoise Baude, Peter Sander
    1
    évoluSIòn
    ´ `
    E D U C A T I N G T H E Y G E N E R A T I O N

    View Slide

  2. évoluSIòn
    ´ `
    RATIONALE
    2

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  3. évoluSIòn
    ´ `
    RATIONALE
    • the fourth year (SI4) was difficult
    2

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  4. évoluSIòn
    ´ `
    RATIONALE
    • the fourth year (SI4) was difficult
    2

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  5. évoluSIòn
    ´ `
    RATIONALE
    • the fourth year (SI4) was difficult
    • second term especially
    2

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  6. évoluSIòn
    ´ `
    RATIONALE
    • the fourth year (SI4) was difficult
    • second term especially
    • for students
    2

    View Slide

  7. évoluSIòn
    ´ `
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    // srsly? blah
    whatever(ishis);
    this.makeBeli();
    if (
    break now();
    }
    RATIONALE
    • the fourth year (SI4) was difficult
    • second term especially
    • for students
    • …for some teachers too
    2

    View Slide

  8. évoluSIòn
    ´ `
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    // srsly? blah
    whatever(ishis);
    this.makeBeli();
    if (
    break now();
    }
    RATIONALE
    • the fourth year (SI4) was difficult
    • second term especially
    • for students
    • …for some teachers too
    • a recurring problem
    2

    View Slide

  9. évoluSIòn
    ´ `
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    // srsly? blah
    whatever(ishis);
    this.makeBeli();
    if (
    break now();
    }
    RATIONALE
    • the fourth year (SI4) was difficult
    • second term especially
    • for students
    • …for some teachers too
    • a recurring problem
    • at least in the last 3 years
    2

    View Slide

  10. évoluSIòn
    ´ `
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    // srsly? blah
    whatever(ishis);
    this.makeBeli();
    if (
    break now();
    }
    RATIONALE
    • the fourth year (SI4) was difficult
    • second term especially
    • for students
    • …for some teachers too
    • a recurring problem
    • at least in the last 3 years
    • try and find solutions!
    2

    View Slide

  11. évoluSIòn
    ´ `
    GOALS
    3

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  12. évoluSIòn
    ´ `
    GOALS
    • assess demotivation
    3

    View Slide

  13. évoluSIòn
    ´ `
    GOALS
    • assess demotivation
    • qualification
    3
    reason 1 act 1 qual 1
    reason 2 act 2 qual 2
    reason 3 act 3 qual 4
    reason 4 act 4 qual 4
    reason 5 act 5 qual 5

    View Slide

  14. évoluSIòn
    ´ `
    GOALS
    • assess demotivation
    • qualification
    • quantification
    3
    reason 1 act 1 qual 1
    reason 2 act 2 qual 2
    reason 3 act 3 qual 4
    reason 4 act 4 qual 4
    reason 5 act 5 qual 5

    View Slide

  15. évoluSIòn
    ´ `
    GOALS
    • assess demotivation
    • qualification
    • quantification
    • determine its causes
    3
    reason 1 act 1 qual 1
    reason 2 act 2 qual 2
    reason 3 act 3 qual 4
    reason 4 act 4 qual 4
    reason 5 act 5 qual 5

    View Slide

  16. évoluSIòn
    ´ `
    GOALS
    • assess demotivation
    • qualification
    • quantification
    • determine its causes
    • elaborate an action plan
    3
    reason 1 act 1 qual 1
    reason 2 act 2 qual 2
    reason 3 act 3 qual 4
    reason 4 act 4 qual 4
    reason 5 act 5 qual 5

    View Slide

  17. évoluSIòn
    ´ `
    GOALS
    • assess demotivation
    • qualification
    • quantification
    • determine its causes
    • elaborate an action plan
    • with all actors
    3
    reason 1 act 1 qual 1
    reason 2 act 2 qual 2
    reason 3 act 3 qual 4
    reason 4 act 4 qual 4
    reason 5 act 5 qual 5

    View Slide

  18. évoluSIòn
    ´ `
    GOALS
    • assess demotivation
    • qualification
    • quantification
    • determine its causes
    • elaborate an action plan
    • with all actors
    • do our best to apply the plan
    3
    reason 1 act 1 qual 1
    reason 2 act 2 qual 2
    reason 3 act 3 qual 4
    reason 4 act 4 qual 4
    reason 5 act 5 qual 5

    View Slide

  19. évoluSIòn
    ´ `
    APPROACH
    4
    Products are tangible objects that exist in both time and space; services consist solely of acts
    or process(es), and exist in time only. (How to Design a Service, 1982 article by G. Lynn
    Shostack)
    SDToolkit is the outcome of a partnership between two design firms specialized in service
    design, Namahn and Yellow Window, and Design Flanders.
    Directed at « design of public services », but methodology applicable elsewhere.

    View Slide

  20. évoluSIòn
    ´ `
    APPROACH
    • service design
    4
    Products are tangible objects that exist in both time and space; services consist solely of acts
    or process(es), and exist in time only. (How to Design a Service, 1982 article by G. Lynn
    Shostack)
    SDToolkit is the outcome of a partnership between two design firms specialized in service
    design, Namahn and Yellow Window, and Design Flanders.
    Directed at « design of public services », but methodology applicable elsewhere.

    View Slide

  21. évoluSIòn
    ´ `
    APPROACH
    • service design
    • ≠ SOA
    4
    Products are tangible objects that exist in both time and space; services consist solely of acts
    or process(es), and exist in time only. (How to Design a Service, 1982 article by G. Lynn
    Shostack)
    SDToolkit is the outcome of a partnership between two design firms specialized in service
    design, Namahn and Yellow Window, and Design Flanders.
    Directed at « design of public services », but methodology applicable elsewhere.

    View Slide

  22. évoluSIòn
    ´ `
    APPROACH
    • service design
    • ≠ SOA
    • emerging approach (Shostack, 1982)
    4
    Products are tangible objects that exist in both time and space; services consist solely of acts
    or process(es), and exist in time only. (How to Design a Service, 1982 article by G. Lynn
    Shostack)
    SDToolkit is the outcome of a partnership between two design firms specialized in service
    design, Namahn and Yellow Window, and Design Flanders.
    Directed at « design of public services », but methodology applicable elsewhere.

    View Slide

  23. évoluSIòn
    ´ `
    “Service design is the
    creation of symbols,
    artifacts, environments,
    processes, and systems
    to facilitate deliberate
    action.”
    — Elliott Williams
    APPROACH
    • service design
    • ≠ SOA
    • emerging approach (Shostack, 1982)
    4
    Products are tangible objects that exist in both time and space; services consist solely of acts
    or process(es), and exist in time only. (How to Design a Service, 1982 article by G. Lynn
    Shostack)
    SDToolkit is the outcome of a partnership between two design firms specialized in service
    design, Namahn and Yellow Window, and Design Flanders.
    Directed at « design of public services », but methodology applicable elsewhere.

    View Slide

  24. évoluSIòn
    ´ `
    “Service design is the
    creation of symbols,
    artifacts, environments,
    processes, and systems
    to facilitate deliberate
    action.”
    — Elliott Williams
    APPROACH
    • service design
    • ≠ SOA
    • emerging approach (Shostack, 1982)
    • focus on process instead of product
    4
    Products are tangible objects that exist in both time and space; services consist solely of acts
    or process(es), and exist in time only. (How to Design a Service, 1982 article by G. Lynn
    Shostack)
    SDToolkit is the outcome of a partnership between two design firms specialized in service
    design, Namahn and Yellow Window, and Design Flanders.
    Directed at « design of public services », but methodology applicable elsewhere.

    View Slide

  25. évoluSIòn
    ´ `
    APPROACH
    • service design
    • ≠ SOA
    • emerging approach (Shostack, 1982)
    • focus on process instead of product
    • use of a toolkit
    4
    Products are tangible objects that exist in both time and space; services consist solely of acts
    or process(es), and exist in time only. (How to Design a Service, 1982 article by G. Lynn
    Shostack)
    SDToolkit is the outcome of a partnership between two design firms specialized in service
    design, Namahn and Yellow Window, and Design Flanders.
    Directed at « design of public services », but methodology applicable elsewhere.

    View Slide

  26. évoluSIòn
    ´ `
    APPROACH
    • service design
    • ≠ SOA
    • emerging approach (Shostack, 1982)
    • focus on process instead of product
    • use of a toolkit
    • full agility!
    4
    Products are tangible objects that exist in both time and space; services consist solely of acts
    or process(es), and exist in time only. (How to Design a Service, 1982 article by G. Lynn
    Shostack)
    SDToolkit is the outcome of a partnership between two design firms specialized in service
    design, Namahn and Yellow Window, and Design Flanders.
    Directed at « design of public services », but methodology applicable elsewhere.

    View Slide

  27. évoluSIòn
    ´ `
    APPROACH
    • service design
    • ≠ SOA
    • emerging approach (Shostack, 1982)
    • focus on process instead of product
    • use of a toolkit
    • full agility!
    • unkown problem
    4
    ?
    Products are tangible objects that exist in both time and space; services consist solely of acts
    or process(es), and exist in time only. (How to Design a Service, 1982 article by G. Lynn
    Shostack)
    SDToolkit is the outcome of a partnership between two design firms specialized in service
    design, Namahn and Yellow Window, and Design Flanders.
    Directed at « design of public services », but methodology applicable elsewhere.

    View Slide

  28. évoluSIòn
    ´ `
    APPROACH
    • service design
    • ≠ SOA
    • emerging approach (Shostack, 1982)
    • focus on process instead of product
    • use of a toolkit
    • full agility!
    • unkown problem
    • unkown solutions
    4
    ?
    ?
    Products are tangible objects that exist in both time and space; services consist solely of acts
    or process(es), and exist in time only. (How to Design a Service, 1982 article by G. Lynn
    Shostack)
    SDToolkit is the outcome of a partnership between two design firms specialized in service
    design, Namahn and Yellow Window, and Design Flanders.
    Directed at « design of public services », but methodology applicable elsewhere.

    View Slide

  29. évoluSIòn
    ´ `
    APPROACH
    • service design
    • ≠ SOA
    • emerging approach (Shostack, 1982)
    • focus on process instead of product
    • use of a toolkit
    • full agility!
    • unkown problem
    • unkown solutions
    • unpredictable reactions
    4
    ?
    ?
    ?
    Products are tangible objects that exist in both time and space; services consist solely of acts
    or process(es), and exist in time only. (How to Design a Service, 1982 article by G. Lynn
    Shostack)
    SDToolkit is the outcome of a partnership between two design firms specialized in service
    design, Namahn and Yellow Window, and Design Flanders.
    Directed at « design of public services », but methodology applicable elsewhere.

    View Slide

  30. évoluSIòn
    ´ `
    APPROACH
    • service design
    • ≠ SOA
    • emerging approach (Shostack, 1982)
    • focus on process instead of product
    • use of a toolkit
    • full agility!
    • unkown problem
    • unkown solutions
    • unpredictable reactions
    4
    ?
    ?
    ?
    Products are tangible objects that exist in both time and space; services consist solely of acts
    or process(es), and exist in time only. (How to Design a Service, 1982 article by G. Lynn
    Shostack)
    SDToolkit is the outcome of a partnership between two design firms specialized in service
    design, Namahn and Yellow Window, and Design Flanders.
    Directed at « design of public services », but methodology applicable elsewhere.

    View Slide

  31. I.!! LISTEN
    II.!! DESIGN
    III.! DEVELOP
    IV.! BRIEF
    5
    évoluSIòn
    ´ `

    View Slide

  32. I - LISTEN
    6

    View Slide

  33. évoluSIòn
    ´ `
    QUALIFYING THE PROBLEM
    7

    View Slide

  34. évoluSIòn
    ´ `
    QUALIFYING THE PROBLEM
    7
    • own feelings

    View Slide

  35. évoluSIòn
    ´ `
    QUALIFYING THE PROBLEM
    7
    • own feelings
    • are they shared?

    View Slide

  36. évoluSIòn
    ´ `
    QUALIFYING THE PROBLEM
    7
    • own feelings
    • are they shared?
    • formalize feelings?!

    View Slide

  37. évoluSIòn
    ´ `
    QUALIFYING THE PROBLEM
    7
    • own feelings
    • are they shared?
    • formalize feelings?!
    • determine causes and action points

    View Slide

  38. évoluSIòn
    ´ `
    CAUSE DIAGRAM
    8

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  39. évoluSIòn
    ´ `
    CAUSE DIAGRAM
    8
    Feelings
    Underlying
    causes Direct causes Core

    View Slide

  40. évoluSIòn
    ´ `
    CAUSE DIAGRAM
    8
    Feelings
    Underlying
    causes Direct causes Core
    Feelings
    Underlying
    causes
    Direct
    causes
    Core

    View Slide

  41. évoluSIòn
    ´ `
    CAUSE DIAGRAM
    8
    Feelings
    Underlying
    causes Direct causes Core
    Feelings
    Underlying
    causes
    Direct
    causes
    Core
    Where to act?

    View Slide

  42. évoluSIòn
    ´ `
    CAUSE DIAGRAM
    8
    Feelings
    Underlying
    causes Direct causes Core
    Feelings
    Underlying
    causes
    Direct
    causes
    Core
    Where to act?
    Best

    View Slide

  43. évoluSIòn
    ´ `
    CAUSE DIAGRAM
    8
    Feelings
    Underlying
    causes Direct causes Core
    Feelings
    Underlying
    causes
    Direct
    causes
    Core
    Where to act?
    Best
    we are students

    View Slide

  44. évoluSIòn
    ´ `
    CAUSE DIAGRAM
    8
    Feelings
    Underlying
    causes Direct causes Core
    Feelings
    Underlying
    causes
    Direct
    causes
    Core
    Where to act?
    Best
    we are students
    Hopeful

    View Slide

  45. évoluSIòn
    ´ `
    CAUSE DIAGRAM
    8
    Feelings
    Underlying
    causes Direct causes Core
    Feelings
    Underlying
    causes
    Direct
    causes
    Core
    Where to act?
    Best
    we are students
    Hopeful
    Realistic

    View Slide

  46. évoluSIòn
    ´ `
    STUDENTS’ FEELINGS
    9

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  47. évoluSIòn
    ´ `
    STUDENTS’ FEELINGS
    9
    • discuss with many students

    View Slide

  48. évoluSIòn
    ´ `
    STUDENTS’ FEELINGS
    9
    • discuss with many students
    • diverse groups

    View Slide

  49. évoluSIòn
    ´ `
    STUDENTS’ FEELINGS
    9
    • discuss with many students
    • diverse groups
    • informal surveying

    View Slide

  50. évoluSIòn
    ´ `
    STUDENTS’ FEELINGS
    9
    • discuss with many students
    • diverse groups
    • informal surveying
    • categorize answers

    View Slide

  51. évoluSIòn
    ´ `
    STUDENTS’ FEELINGS
    9
    • discuss with many students
    • diverse groups
    • informal surveying
    • categorize answers
    • give them a global meaning

    View Slide

  52. évoluSIòn
    ´ `
    STUDENTS CAUSE DIAGRAM
    10
    Feelings
    Underlying
    causes Direct causes Core

    View Slide

  53. évoluSIòn
    ´ `
    STUDENTS CAUSE DIAGRAM
    10
    Feelings
    Underlying
    causes Direct causes Core
    ⾠ Feelings

    View Slide

  54. évoluSIòn
    ´ `
    STUDENTS CAUSE DIAGRAM
    10
    Feelings
    Underlying
    causes Direct causes Core
    ⾠ Feelings
    Poor
    understanding
    of year goals

    View Slide

  55. évoluSIòn
    ´ `
    STUDENTS CAUSE DIAGRAM
    10
    Feelings
    Underlying
    causes Direct causes Core
    Poor learning
    efficiency
    ⾠ Feelings
    Poor
    understanding
    of year goals

    View Slide

  56. évoluSIòn
    ´ `
    STUDENTS CAUSE DIAGRAM
    10
    Feelings
    Underlying
    causes Direct causes Core
    Poor learning
    efficiency
    Lack of
    feedback
    ⾠ Feelings
    Poor
    understanding
    of year goals

    View Slide

  57. évoluSIòn
    ´ `
    UNDERLYING CAUSES
    11

    View Slide

  58. évoluSIòn
    ´ `
    UNDERLYING CAUSES
    11
    • interpret discussions

    View Slide

  59. évoluSIòn
    ´ `
    UNDERLYING CAUSES
    11
    • interpret discussions
    • determine origin of feelings

    View Slide

  60. évoluSIòn
    ´ `
    UNDERLYING CAUSES
    11
    • interpret discussions
    • determine origin of feelings
    • validate hypotheses with fellow students

    View Slide

  61. évoluSIòn
    ´ `
    UNDERLYING CAUSES
    11
    • interpret discussions
    • determine origin of feelings
    • validate hypotheses with fellow students

    View Slide

  62. évoluSIòn
    ´ `
    STUDENTS CAUSE DIAGRAM
    12
    Feelings
    Underlying
    causes Direct causes Core
    Poor learning
    efficiency
    Poor
    understanding
    of year goals
    Lack of
    feedback

    View Slide

  63. évoluSIòn
    ´ `
    STUDENTS CAUSE DIAGRAM
    12
    Feelings
    Underlying
    causes Direct causes Core
    Poor learning
    efficiency
    Poor
    understanding
    of year goals
    Lack of
    feedback
    Iterative
    content
    additions
    Poor
    dependencies
    handling
    Poor workload
    repartition
    Lack of useful
    feedback
    Lack of
    student
    inquiries

    View Slide

  64. évoluSIòn
    ´ `
    DIRECT CAUSES
    13

    View Slide

  65. évoluSIòn
    ´ `
    DIRECT CAUSES
    13
    • find causes to the causes

    View Slide

  66. évoluSIòn
    ´ `
    DIRECT CAUSES
    13
    • find causes to the causes
    • out of sight from students ?

    View Slide

  67. évoluSIòn
    ´ `
    DIRECT CAUSES
    13
    • find causes to the causes
    • out of sight from students
    • ask teachers!
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    whatever(ishis);
    this.makeBeli();
    break now();
    if (kjdfkjdfl();
    }
    ?

    View Slide

  68. évoluSIòn
    ´ `
    DIRECT CAUSES
    13
    • find causes to the causes
    • out of sight from students
    • ask teachers!
    • validate previous analysis for (var i = 0;;) {
    do somthin;
    somthingElse();
    whatever(ishis);
    this.makeBeli();
    break now();
    if (kjdfkjdfl();
    }
    ?

    View Slide

  69. évoluSIòn
    ´ `
    DIRECT CAUSES
    13
    • find causes to the causes
    • out of sight from students
    • ask teachers!
    • validate previous analysis
    • present project
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    whatever(ishis);
    this.makeBeli();
    break now();
    if (kjdfkjdfl();
    }
    ?

    View Slide

  70. évoluSIòn
    ´ `
    DIRECT CAUSES
    13
    • find causes to the causes
    • out of sight from students
    • ask teachers!
    • validate previous analysis
    • present project
    • discuss solution proposals
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    whatever(ishis);
    this.makeBeli();
    break now();
    if (kjdfkjdfl();
    }
    ?

    View Slide

  71. évoluSIòn
    ´ `
    STUDENTS CAUSE DIAGRAM
    14
    Feelings
    Underlying
    causes Direct causes Core
    Poor learning
    efficiency
    Poor
    understanding
    of year goals
    Lack of
    feedback
    Iterative
    content
    additions
    Poor
    dependencies
    handling
    Poor workload
    repartition
    Lack of useful
    feedback
    Lack of
    student
    inquiries

    View Slide

  72. évoluSIòn
    ´ `
    STUDENTS CAUSE DIAGRAM
    14
    Feelings
    Underlying
    causes Direct causes Core
    Poor learning
    efficiency
    Poor
    understanding
    of year goals
    Lack of
    feedback
    Iterative
    content
    additions
    Poor
    dependencies
    handling
    Poor workload
    repartition
    Lack of useful
    feedback
    Lack of
    student
    inquiries
    No global
    curriculum
    Occasional
    communication
    between teachers Too long
    feedback
    delays
    Passive
    students

    View Slide

  73. évoluSIòn
    ´ `
    STUDENTS CAUSE DIAGRAM
    15
    Feelings
    Underlying
    causes Direct causes Core
    Poor learning
    efficiency
    Poor
    understanding
    of year goals
    Lack of
    feedback
    Iterative
    content
    additions
    Poor
    dependencies
    handling
    Poor workload
    repartition
    Lack of useful
    feedback
    Lack of
    student
    inquiries
    No global
    curriculum
    Occasional
    communication
    between teachers Too long
    feedback
    delays
    Passive
    students
    Lack of time to
    do everything
    One of the roots of the problem is, for many teachers, a lack of time to do everything they’d
    like to.

    View Slide

  74. évoluSIòn
    ´ `
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    whatever(ishis);
    this.makeBeli();
    break now();
    if (kjdfkjdfl();
    }
    TEACHERS INTERVIEWS
    16
    ?

    View Slide

  75. évoluSIòn
    ´ `
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    whatever(ishis);
    this.makeBeli();
    break now();
    if (kjdfkjdfl();
    }
    TEACHERS INTERVIEWS
    16
    • more formal
    ?

    View Slide

  76. évoluSIòn
    ´ `
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    whatever(ishis);
    this.makeBeli();
    break now();
    if (kjdfkjdfl();
    }
    TEACHERS INTERVIEWS
    16
    • more formal
    • 30-75 minutes
    ?

    View Slide

  77. évoluSIòn
    ´ `
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    whatever(ishis);
    this.makeBeli();
    break now();
    if (kjdfkjdfl();
    }
    TEACHERS INTERVIEWS
    16
    • more formal
    • 30-75 minutes
    • given set of questions ?

    View Slide

  78. évoluSIòn
    ´ `
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    whatever(ishis);
    this.makeBeli();
    break now();
    if (kjdfkjdfl();
    }
    TEACHERS INTERVIEWS
    16
    • more formal
    • 30-75 minutes
    • given set of questions
    • reproducibility
    ?

    View Slide

  79. évoluSIòn
    ´ `
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    whatever(ishis);
    this.makeBeli();
    break now();
    if (kjdfkjdfl();
    }
    TEACHERS INTERVIEWS
    16
    • more formal
    • 30-75 minutes
    • given set of questions
    • reproducibility
    • expanded depending on teacher’s interests
    ?

    View Slide

  80. évoluSIòn
    ´ `
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    whatever(ishis);
    this.makeBeli();
    break now();
    if (kjdfkjdfl();
    }
    TEACHERS INTERVIEWS
    16
    • more formal
    • 30-75 minutes
    • given set of questions
    • reproducibility
    • expanded depending on teacher’s interests
    • extremely beneficial

    View Slide

  81. évoluSIòn
    ´ `
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    whatever(ishis);
    this.makeBeli();
    break now();
    if (kjdfkjdfl();
    }
    TEACHERS INTERVIEWS
    16
    • more formal
    • 30-75 minutes
    • given set of questions
    • reproducibility
    • expanded depending on teacher’s interests
    • extremely beneficial
    • unthought-of ideas
    !

    View Slide

  82. évoluSIòn
    ´ `
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    whatever(ishis);
    this.makeBeli();
    break now();
    if (kjdfkjdfl();
    }
    TEACHERS INTERVIEWS
    16
    • more formal
    • 30-75 minutes
    • given set of questions
    • reproducibility
    • expanded depending on teacher’s interests
    • extremely beneficial
    • unthought-of ideas
    • mostly supportive of approach
    !

    View Slide

  83. évoluSIòn
    ´ `
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    whatever(ishis);
    this.makeBeli();
    break now();
    if (kjdfkjdfl();
    }
    TEACHERS INTERVIEWS
    17

    View Slide

  84. évoluSIòn
    ´ `
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    whatever(ishis);
    this.makeBeli();
    break now();
    if (kjdfkjdfl();
    }
    TEACHERS INTERVIEWS
    17
    • investigated teachers’ points of view

    View Slide

  85. évoluSIòn
    ´ `
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    whatever(ishis);
    this.makeBeli();
    break now();
    if (kjdfkjdfl();
    }
    TEACHERS INTERVIEWS
    17
    • investigated teachers’ points of view
    • same process

    View Slide

  86. évoluSIòn
    ´ `
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    whatever(ishis);
    this.makeBeli();
    break now();
    if (kjdfkjdfl();
    }
    TEACHERS INTERVIEWS
    17
    • investigated teachers’ points of view
    • same process
    • teachers reluctant to tell feelings

    View Slide

  87. évoluSIòn
    ´ `
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    whatever(ishis);
    this.makeBeli();
    break now();
    if (kjdfkjdfl();
    }
    TEACHERS INTERVIEWS
    17
    • investigated teachers’ points of view
    • same process
    • teachers reluctant to tell feelings
    • determine direct causes with students

    View Slide

  88. évoluSIòn
    ´ `
    for (var i = 0;;) {
    do somthin;
    somthingElse();
    whatever(ishis);
    this.makeBeli();
    break now();
    if (kjdfkjdfl();
    }
    TEACHERS INTERVIEWS
    17
    • investigated teachers’ points of view
    • same process
    • teachers reluctant to tell feelings
    • determine direct causes with students
    • find action points in students behaviour

    View Slide

  89. évoluSIòn
    ´ `
    TEACHERS CAUSE DIAGRAM
    18
    French-style
    education?
    Lack of work
    Lack of
    communication
    Very little
    curriculum
    customization
    Absenteeism
    Students
    passivity
    Too busy
    schedule
    Fear of being
    mistreated
    Feeling of
    uselessness
    Feelings
    Underlying
    causes Direct causes Core

    View Slide

  90. évoluSIòn
    ´ `
    FOCUS GROUP
    19

    View Slide

  91. évoluSIòn
    ´ `
    FOCUS GROUP
    19
    • meetup with all types of users

    View Slide

  92. évoluSIòn
    ´ `
    FOCUS GROUP
    19
    • meetup with all types of users
    • teachers, year rep, SI3, SI4 (several groups)
    for(;){
    i 0;)
    {
    }
    for(;){
    i 0;)
    {
    }

    View Slide

  93. évoluSIòn
    ´ `
    FOCUS GROUP
    19
    • meetup with all types of users
    • teachers, year rep, SI3, SI4 (several groups)
    • present solutions
    for(;){
    i 0;)
    {
    }
    for(;){
    i 0;)
    {
    }

    View Slide

  94. évoluSIòn
    ´ `
    FOCUS GROUP
    19
    • meetup with all types of users
    • teachers, year rep, SI3, SI4 (several groups)
    • present solutions
    • find the most effective ones
    for(;){
    i 0;)
    {
    }
    for(;){
    i 0;)
    {
    }

    View Slide

  95. II - DESIGN
    20
    Not a completely separate step.

    View Slide

  96. évoluSIòn
    ´ `
    DELIVERABLES SPECIFICATION
    21
    Sheets
    * Description : Five lines to DEFINE the solution.
    * Goals : Set of goals to GET TO the solution.
    * Preview : To VISUALISE and agree on the prototype

    View Slide

  97. évoluSIòn
    ´ `
    DELIVERABLES SPECIFICATION
    21
    • description
    Sheets
    Description
    A set of sheets listing the best practices for
    students, teachers and representatives.
    * Description : Five lines to DEFINE the solution.
    * Goals : Set of goals to GET TO the solution.
    * Preview : To VISUALISE and agree on the prototype

    View Slide

  98. évoluSIòn
    ´ `
    DELIVERABLES SPECIFICATION
    21
    • description
    • define the solution
    Sheets
    Description
    A set of sheets listing the best practices for
    students, teachers and representatives.
    * Description : Five lines to DEFINE the solution.
    * Goals : Set of goals to GET TO the solution.
    * Preview : To VISUALISE and agree on the prototype

    View Slide

  99. évoluSIòn
    ´ `
    DELIVERABLES SPECIFICATION
    21
    • description
    • define the solution
    • goals
    Sheets
    Description
    A set of sheets listing the best practices for
    students, teachers and representatives.
    Goals
    •remind that efficient
    communication is done
    through direct discussion;
    •present the institutional
    architecture to students;
    •give advice and tools to
    students and teachers.
    * Description : Five lines to DEFINE the solution.
    * Goals : Set of goals to GET TO the solution.
    * Preview : To VISUALISE and agree on the prototype

    View Slide

  100. évoluSIòn
    ´ `
    DELIVERABLES SPECIFICATION
    21
    • description
    • define the solution
    • goals
    • expect the outcome
    Sheets
    Description
    A set of sheets listing the best practices for
    students, teachers and representatives.
    Goals
    •remind that efficient
    communication is done
    through direct discussion;
    •present the institutional
    architecture to students;
    •give advice and tools to
    students and teachers.
    * Description : Five lines to DEFINE the solution.
    * Goals : Set of goals to GET TO the solution.
    * Preview : To VISUALISE and agree on the prototype

    View Slide

  101. évoluSIòn
    ´ `
    DELIVERABLES SPECIFICATION
    21
    • description
    • define the solution
    • goals
    • expect the outcome
    • preview
    Sheets
    Description
    A set of sheets listing the best practices for
    students, teachers and representatives.
    Goals
    •remind that efficient
    communication is done
    through direct discussion;
    •present the institutional
    architecture to students;
    •give advice and tools to
    students and teachers.
    * Description : Five lines to DEFINE the solution.
    * Goals : Set of goals to GET TO the solution.
    * Preview : To VISUALISE and agree on the prototype

    View Slide

  102. évoluSIòn
    ´ `
    DELIVERABLES SPECIFICATION
    21
    • description
    • define the solution
    • goals
    • expect the outcome
    • preview
    • agree on prototypes
    Sheets
    Description
    A set of sheets listing the best practices for
    students, teachers and representatives.
    Goals
    •remind that efficient
    communication is done
    through direct discussion;
    •present the institutional
    architecture to students;
    •give advice and tools to
    students and teachers.
    * Description : Five lines to DEFINE the solution.
    * Goals : Set of goals to GET TO the solution.
    * Preview : To VISUALISE and agree on the prototype

    View Slide

  103. évoluSIòn
    ´ `
    DELIVERABLES SPECIFICATION
    22
    Sheets
    Description
    A set of sheets listing the best practices for
    students, teachers and representatives.
    Goals
    •remind that efficient
    communication is done
    through direct discussion;
    •present the institutional
    architecture to students;
    •give advice and tools to
    students and teachers.
    * Needs : Enumerate things we will need to deploy this solution
    * SWOT matrix : evaluate feasability of a solution.
    Mitigate the risks (arrows)

    View Slide

  104. évoluSIòn
    ´ `
    DELIVERABLES SPECIFICATION
    22
    • needs
    Sheets
    Description
    A set of sheets listing the best practices for
    students, teachers and representatives.
    Goals
    •remind that efficient
    communication is done
    through direct discussion;
    •present the institutional
    architecture to students;
    •give advice and tools to
    students and teachers.
    Needs
    •paper sheets;
    •printing abilities.
    * Needs : Enumerate things we will need to deploy this solution
    * SWOT matrix : evaluate feasability of a solution.
    Mitigate the risks (arrows)

    View Slide

  105. évoluSIòn
    ´ `
    DELIVERABLES SPECIFICATION
    22
    • needs
    • enumerate material dependencies
    Sheets
    Description
    A set of sheets listing the best practices for
    students, teachers and representatives.
    Goals
    •remind that efficient
    communication is done
    through direct discussion;
    •present the institutional
    architecture to students;
    •give advice and tools to
    students and teachers.
    Needs
    •paper sheets;
    •printing abilities.
    * Needs : Enumerate things we will need to deploy this solution
    * SWOT matrix : evaluate feasability of a solution.
    Mitigate the risks (arrows)

    View Slide

  106. évoluSIòn
    ´ `
    DELIVERABLES SPECIFICATION
    22
    • needs
    • enumerate material dependencies
    • SWOT matrix
    Sheets
    Description
    A set of sheets listing the best practices for
    students, teachers and representatives.
    Goals
    •remind that efficient
    communication is done
    through direct discussion;
    •present the institutional
    architecture to students;
    •give advice and tools to
    students and teachers.
    Needs
    •paper sheets;
    •printing abilities.
    * Needs : Enumerate things we will need to deploy this solution
    * SWOT matrix : evaluate feasability of a solution.
    Mitigate the risks (arrows)

    View Slide

  107. évoluSIòn
    ´ `
    DELIVERABLES SPECIFICATION
    22
    • needs
    • enumerate material dependencies
    • SWOT matrix
    Sheets
    Description
    A set of sheets listing the best practices for
    students, teachers and representatives.
    Goals
    •remind that efficient
    communication is done
    through direct discussion;
    •present the institutional
    architecture to students;
    •give advice and tools to
    students and teachers.
    Needs
    •paper sheets;
    •printing abilities.
    Positive Negative
    Internal
    Internal
    External
    External
    Strengths Weaknesses
    Opportunities Threats
    * Needs : Enumerate things we will need to deploy this solution
    * SWOT matrix : evaluate feasability of a solution.
    Mitigate the risks (arrows)

    View Slide

  108. évoluSIòn
    ´ `
    DELIVERABLES SPECIFICATION
    22
    • needs
    • enumerate material dependencies
    • SWOT matrix
    Sheets
    Description
    A set of sheets listing the best practices for
    students, teachers and representatives.
    Goals
    •remind that efficient
    communication is done
    through direct discussion;
    •present the institutional
    architecture to students;
    •give advice and tools to
    students and teachers.
    Needs
    •paper sheets;
    •printing abilities.
    Positive Negative
    Internal
    Internal
    External
    External
    Strengths Weaknesses
    Opportunities Threats
    limit
    consequences
    * Needs : Enumerate things we will need to deploy this solution
    * SWOT matrix : evaluate feasability of a solution.
    Mitigate the risks (arrows)

    View Slide

  109. évoluSIòn
    ´ `
    DELIVERABLES SPECIFICATION
    22
    • needs
    • enumerate material dependencies
    • SWOT matrix
    Sheets
    Description
    A set of sheets listing the best practices for
    students, teachers and representatives.
    Goals
    •remind that efficient
    communication is done
    through direct discussion;
    •present the institutional
    architecture to students;
    •give advice and tools to
    students and teachers.
    Needs
    •paper sheets;
    •printing abilities.
    Positive Negative
    Internal
    Internal
    External
    External
    Strengths Weaknesses
    Opportunities Threats
    increase
    probability
    limit
    consequences
    * Needs : Enumerate things we will need to deploy this solution
    * SWOT matrix : evaluate feasability of a solution.
    Mitigate the risks (arrows)

    View Slide

  110. évoluSIòn
    ´ `
    DELIVERABLES SPECIFICATION
    22
    • needs
    • enumerate material dependencies
    • SWOT matrix
    Sheets
    Description
    A set of sheets listing the best practices for
    students, teachers and representatives.
    Goals
    •remind that efficient
    communication is done
    through direct discussion;
    •present the institutional
    architecture to students;
    •give advice and tools to
    students and teachers.
    Needs
    •paper sheets;
    •printing abilities.
    Positive Negative
    Internal
    Internal
    External
    External
    Strengths Weaknesses
    Opportunities Threats
    increase
    probability decrease
    probability
    limit
    consequences
    * Needs : Enumerate things we will need to deploy this solution
    * SWOT matrix : evaluate feasability of a solution.
    Mitigate the risks (arrows)

    View Slide

  111. évoluSIòn
    ´ `
    DELIVERABLES SPECIFICATION
    23
    • needs
    • enumerate material dependencies
    • SWOT matrix
    • analyze strengths and weaknesses
    Sheets
    Description
    A set of sheets listing the best practices for
    students, teachers and representatives.
    Goals
    •remind that efficient
    communication is done
    through direct discussion;
    •present the institutional
    architecture to students;
    •give advice and tools to
    students and teachers.
    Needs
    •paper sheets;
    •printing abilities.
    Positive Negative
    Internal
    Internal
    External
    External
    Strengths Weaknesses
    Opportunities Threats
    So that is our deliverables specification, now i will present the solution we actually propose.

    View Slide

  112. évoluSIòn
    ´ `
    DELIVERABLES SPECIFICATION
    23
    • needs
    • enumerate material dependencies
    • SWOT matrix
    • analyze strengths and weaknesses
    Sheets
    Description
    A set of sheets listing the best practices for
    students, teachers and representatives.
    Goals
    •remind that efficient
    communication is done
    through direct discussion;
    •present the institutional
    architecture to students;
    •give advice and tools to
    students and teachers.
    Needs
    •paper sheets;
    •printing abilities.
    Positive Negative
    Internal
    Internal
    External
    External
    •lorem ipsum •jumped over
    •dolor sit amet •the lazy dog
    •the quick •might be
    •brown fox •paper sheets
    Positive Negative
    Internal
    External
    Strengths Weaknesses
    Opportunities Threats
    So that is our deliverables specification, now i will present the solution we actually propose.

    View Slide

  113. évoluSIòn
    ´ `
    SOLUTION 1: SHEETS
    24
    A set of sheets listing the best practices for students, teachers and representatives to avoid
    triggering the causes for negative feelings, as defined previously.
    So, what do we aim at with these sheets?

    View Slide

  114. évoluSIòn
    ´ `
    SOLUTION 1: SHEETS
    • best practices for students, teachers and representatives
    24
    A set of sheets listing the best practices for students, teachers and representatives to avoid
    triggering the causes for negative feelings, as defined previously.
    So, what do we aim at with these sheets?

    View Slide

  115. évoluSIòn
    ´ `
    SOLUTION 1: SHEETS
    • best practices for students, teachers and representatives
    • remind to students their responsibilities in communicating
    24
    A set of sheets listing the best practices for students, teachers and representatives to avoid
    triggering the causes for negative feelings, as defined previously.
    So, what do we aim at with these sheets?

    View Slide

  116. évoluSIòn
    ´ `
    SOLUTION 1: SHEETS
    • best practices for students, teachers and representatives
    • remind to students their responsibilities in communicating
    • present the institutional architecture to students
    24
    A set of sheets listing the best practices for students, teachers and representatives to avoid
    triggering the causes for negative feelings, as defined previously.
    So, what do we aim at with these sheets?

    View Slide

  117. évoluSIòn
    ´ `
    SOLUTION 1: SHEETS
    • best practices for students, teachers and representatives
    • remind to students their responsibilities in communicating
    • present the institutional architecture to students
    • efficient communication is face-to-face
    24
    A set of sheets listing the best practices for students, teachers and representatives to avoid
    triggering the causes for negative feelings, as defined previously.
    So, what do we aim at with these sheets?

    View Slide

  118. évoluSIòn
    ´ `
    SOLUTION 1: SHEETS
    • best practices for students, teachers and representatives
    • remind to students their responsibilities in communicating
    • present the institutional architecture to students
    • efficient communication is face-to-face
    • collaborative tools for teachers
    24
    A set of sheets listing the best practices for students, teachers and representatives to avoid
    triggering the causes for negative feelings, as defined previously.
    So, what do we aim at with these sheets?

    View Slide

  119. évoluSIòn
    ´ `
    SOLUTION 1: SHEETS
    • best practices for students, teachers and representatives
    • remind to students their responsibilities in communicating
    • present the institutional architecture to students
    • efficient communication is face-to-face
    • collaborative tools for teachers
    • especially useful for new / external teachers
    24
    A set of sheets listing the best practices for students, teachers and representatives to avoid
    triggering the causes for negative feelings, as defined previously.
    So, what do we aim at with these sheets?

    View Slide

  120. évoluSIòn
    ´ `
    SOLUTION 1: SHEETS
    • best practices for students, teachers and representatives
    • remind to students their responsibilities in communicating
    • present the institutional architecture to students
    • efficient communication is face-to-face
    • collaborative tools for teachers
    • especially useful for new / external teachers
    • describe their mission to representatives
    24
    A set of sheets listing the best practices for students, teachers and representatives to avoid
    triggering the causes for negative feelings, as defined previously.
    So, what do we aim at with these sheets?

    View Slide

  121. évoluSIòn
    ´ `
    SOLUTION 2: AWARENESS
    25
    "Make the student representative become a real pivot between teachers and student"
    Goal : -> Proposing actions fom next year to make students aware of the importance of
    having representiatives.
    Important that we can have a real election instead of students chosen in the corridor.
    Therefore, we have to make the role being less traumatic.
    Some teachers gave us new ideas:

    View Slide

  122. évoluSIòn
    ´ `
    SOLUTION 2: AWARENESS
    • stress importance of the representatives
    25
    "Make the student representative become a real pivot between teachers and student"
    Goal : -> Proposing actions fom next year to make students aware of the importance of
    having representiatives.
    Important that we can have a real election instead of students chosen in the corridor.
    Therefore, we have to make the role being less traumatic.
    Some teachers gave us new ideas:

    View Slide

  123. évoluSIòn
    ´ `
    SOLUTION 2: AWARENESS
    • stress importance of the representatives
    • real elections
    25
    "Make the student representative become a real pivot between teachers and student"
    Goal : -> Proposing actions fom next year to make students aware of the importance of
    having representiatives.
    Important that we can have a real election instead of students chosen in the corridor.
    Therefore, we have to make the role being less traumatic.
    Some teachers gave us new ideas:

    View Slide

  124. évoluSIòn
    ´ `
    SOLUTION 2: AWARENESS
    • stress importance of the representatives
    • real elections
    • amphitheater briefing by older students
    25
    "Make the student representative become a real pivot between teachers and student"
    Goal : -> Proposing actions fom next year to make students aware of the importance of
    having representiatives.
    Important that we can have a real election instead of students chosen in the corridor.
    Therefore, we have to make the role being less traumatic.
    Some teachers gave us new ideas:

    View Slide

  125. évoluSIòn
    ´ `
    SOLUTION 2: AWARENESS
    • stress importance of the representatives
    • real elections
    • amphitheater briefing by older students
    • regular meetings?
    25
    "Make the student representative become a real pivot between teachers and student"
    Goal : -> Proposing actions fom next year to make students aware of the importance of
    having representiatives.
    Important that we can have a real election instead of students chosen in the corridor.
    Therefore, we have to make the role being less traumatic.
    Some teachers gave us new ideas:

    View Slide

  126. évoluSIòn
    ´ `
    SOLUTION 2: AWARENESS
    • stress importance of the representatives
    • real elections
    • amphitheater briefing by older students
    • regular meetings?
    • bonus points?
    25
    "Make the student representative become a real pivot between teachers and student"
    Goal : -> Proposing actions fom next year to make students aware of the importance of
    having representiatives.
    Important that we can have a real election instead of students chosen in the corridor.
    Therefore, we have to make the role being less traumatic.
    Some teachers gave us new ideas:

    View Slide

  127. évoluSIòn
    ´ `
    SOLUTION 2: AWARENESS
    • stress importance of the representatives
    • real elections
    • amphitheater briefing by older students
    • regular meetings?
    • bonus points?
    • unsure about deployability
    25
    "Make the student representative become a real pivot between teachers and student"
    Goal : -> Proposing actions fom next year to make students aware of the importance of
    having representiatives.
    Important that we can have a real election instead of students chosen in the corridor.
    Therefore, we have to make the role being less traumatic.
    Some teachers gave us new ideas:

    View Slide

  128. évoluSIòn
    ´ `
    SOLUTION 3: WAREHOUSE
    26
    We can’t make teachers communicate directly, but we can offer workaround tools for the
    most critical points. One of them is workload repartition.
    Teacher participation so that they can see all assigments and not just theirs.
    Make sure that the teachers use this tool. Two points that came out from the teachers’
    interviews are…

    View Slide

  129. évoluSIòn
    ´ `
    SOLUTION 3: WAREHOUSE
    • offer teachers an overview of students workload
    26
    We can’t make teachers communicate directly, but we can offer workaround tools for the
    most critical points. One of them is workload repartition.
    Teacher participation so that they can see all assigments and not just theirs.
    Make sure that the teachers use this tool. Two points that came out from the teachers’
    interviews are…

    View Slide

  130. évoluSIòn
    ´ `
    SOLUTION 3: WAREHOUSE
    • offer teachers an overview of students workload
    • add the visualization feature
    26
    We can’t make teachers communicate directly, but we can offer workaround tools for the
    most critical points. One of them is workload repartition.
    Teacher participation so that they can see all assigments and not just theirs.
    Make sure that the teachers use this tool. Two points that came out from the teachers’
    interviews are…

    View Slide

  131. évoluSIòn
    ´ `
    SOLUTION 3: WAREHOUSE
    • offer teachers an overview of students workload
    • add the visualization feature
    • depends on teacher participation
    26
    We can’t make teachers communicate directly, but we can offer workaround tools for the
    most critical points. One of them is workload repartition.
    Teacher participation so that they can see all assigments and not just theirs.
    Make sure that the teachers use this tool. Two points that came out from the teachers’
    interviews are…

    View Slide

  132. évoluSIòn
    ´ `
    SOLUTION 3: WAREHOUSE
    • offer teachers an overview of students workload
    • add the visualization feature
    • depends on teacher participation
    • simplify interface
    26
    We can’t make teachers communicate directly, but we can offer workaround tools for the
    most critical points. One of them is workload repartition.
    Teacher participation so that they can see all assigments and not just theirs.
    Make sure that the teachers use this tool. Two points that came out from the teachers’
    interviews are…

    View Slide

  133. évoluSIòn
    ´ `
    SOLUTION 3: WAREHOUSE
    • offer teachers an overview of students workload
    • add the visualization feature
    • depends on teacher participation
    • simplify interface
    • improve maintainability
    26
    We can’t make teachers communicate directly, but we can offer workaround tools for the
    most critical points. One of them is workload repartition.
    Teacher participation so that they can see all assigments and not just theirs.
    Make sure that the teachers use this tool. Two points that came out from the teachers’
    interviews are…

    View Slide

  134. III - DEVELOP
    27

    View Slide

  135. évoluSIòn
    ´ `
    SHEETS
    28
    As Jérémy just presented, the goal of the set of sheets is to suggest tools to teachers to avoid
    content duplication.
    We decided to present Moodle for course hosting, and PolytechWarehouse for assignments.
    For students, we presented the hierarchy as a diagram that recaps the current communication
    mechanisms.

    View Slide

  136. évoluSIòn
    ´ `
    SHEETS
    28
    • unified teacher tools
    As Jérémy just presented, the goal of the set of sheets is to suggest tools to teachers to avoid
    content duplication.
    We decided to present Moodle for course hosting, and PolytechWarehouse for assignments.
    For students, we presented the hierarchy as a diagram that recaps the current communication
    mechanisms.

    View Slide

  137. évoluSIòn
    ´ `
    SHEETS
    28
    • unified teacher tools
    • course hosting: Moodle
    As Jérémy just presented, the goal of the set of sheets is to suggest tools to teachers to avoid
    content duplication.
    We decided to present Moodle for course hosting, and PolytechWarehouse for assignments.
    For students, we presented the hierarchy as a diagram that recaps the current communication
    mechanisms.

    View Slide

  138. évoluSIòn
    ´ `
    SHEETS
    28
    • unified teacher tools
    • course hosting: Moodle
    • work delivery: Polytech’Warehouse
    !"#"$%"&
    !"#$%&'()*"+,-.("-+%
    #/),#,)'(-/"+$%(
    +.(0)%1(,-(23,+,*
    45+"3()6()*"+.+2%
    7#"'()6(-)0#/"-
    !"#$%&'()8("-#,,(%
    "(%+*29):)%+)'+*2&"(
    ;)6<%<3/<)6(
    3"#/8()(-*)<%/
    6<%<3/<)6()8"#'#
    '(%)*+,(&
    !"#$%&%!'($
    )*%+'($
    !"#$%&'%(
    !"#"$%"
    -.,&/*#012
    34.5/&&/%4
    6781'290!'0!'3:;<'='8<
    6781'290!'069:11' ;/&>.0+,,"/
    !"#"$%"&
    !"#$%&'()*"+,-.("-+%
    #/),#,)'(-/"+$%(
    +.(0)%1(,-(23,+,*
    45+"3()6()*"+.+2%
    7#"'()6(-)0#/"-
    !"#$%&'()8("-#,,(%
    "(%+*29):)%+)'+*2&"(
    ;)6<%<3/<)6(
    3"#/8()(-*)<%/
    6<%<3/<)6()8"#'#
    '(%)*+,(&
    !"#$%&%!'($
    )*%+'($
    !"#$%&'%(
    !"#"$%"
    -.,&/*#012
    34.5/&&/%4
    6781'290!'0!'3:;<'='8<
    6781'290!'069:11' ;/&>.0+,,"/
    As Jérémy just presented, the goal of the set of sheets is to suggest tools to teachers to avoid
    content duplication.
    We decided to present Moodle for course hosting, and PolytechWarehouse for assignments.
    For students, we presented the hierarchy as a diagram that recaps the current communication
    mechanisms.

    View Slide

  139. évoluSIòn
    ´ `
    SHEETS
    28
    • unified teacher tools
    • course hosting: Moodle
    • work delivery: Polytech’Warehouse
    • advice for students
    As Jérémy just presented, the goal of the set of sheets is to suggest tools to teachers to avoid
    content duplication.
    We decided to present Moodle for course hosting, and PolytechWarehouse for assignments.
    For students, we presented the hierarchy as a diagram that recaps the current communication
    mechanisms.

    View Slide

  140. évoluSIòn
    ´ `
    SHEETS
    28
    • unified teacher tools
    • course hosting: Moodle
    • work delivery: Polytech’Warehouse
    • advice for students
    • institutional hierarchy
    As Jérémy just presented, the goal of the set of sheets is to suggest tools to teachers to avoid
    content duplication.
    We decided to present Moodle for course hosting, and PolytechWarehouse for assignments.
    For students, we presented the hierarchy as a diagram that recaps the current communication
    mechanisms.

    View Slide

  141. évoluSIòn
    ´ `
    POLYTECH’WAREHOUSE
    29
    Our second solution is to bring an upgrade to Polytech’Warehouse.
    Polytech’Warehouse is a tool where teachers can post assignments and students can upload
    their works.
    It was first made by Sébastien Mosser and Karim Matrah, during an end-of-term project.

    View Slide

  142. évoluSIòn
    ´ `
    POLYTECH’WAREHOUSE
    • student project
    29
    Our second solution is to bring an upgrade to Polytech’Warehouse.
    Polytech’Warehouse is a tool where teachers can post assignments and students can upload
    their works.
    It was first made by Sébastien Mosser and Karim Matrah, during an end-of-term project.

    View Slide

  143. évoluSIòn
    ´ `
    POLYTECH’WAREHOUSE
    • student project
    • manages assignments
    29
    Our second solution is to bring an upgrade to Polytech’Warehouse.
    Polytech’Warehouse is a tool where teachers can post assignments and students can upload
    their works.
    It was first made by Sébastien Mosser and Karim Matrah, during an end-of-term project.

    View Slide

  144. évoluSIòn
    ´ `
    POLYTECH’WAREHOUSE
    • student project
    • manages assignments
    • code quality
    29
    Our second solution is to bring an upgrade to Polytech’Warehouse.
    Polytech’Warehouse is a tool where teachers can post assignments and students can upload
    their works.
    It was first made by Sébastien Mosser and Karim Matrah, during an end-of-term project.

    View Slide

  145. évoluSIòn
    ´ `
    POLYTECH’WAREHOUSE
    • student project
    • manages assignments
    • code quality
    • rather high
    29
    Our second solution is to bring an upgrade to Polytech’Warehouse.
    Polytech’Warehouse is a tool where teachers can post assignments and students can upload
    their works.
    It was first made by Sébastien Mosser and Karim Matrah, during an end-of-term project.

    View Slide

  146. évoluSIòn
    ´ `
    POLYTECH’WAREHOUSE
    • student project
    • manages assignments
    • code quality
    • rather high
    • no framework
    29
    Our second solution is to bring an upgrade to Polytech’Warehouse.
    Polytech’Warehouse is a tool where teachers can post assignments and students can upload
    their works.
    It was first made by Sébastien Mosser and Karim Matrah, during an end-of-term project.

    View Slide

  147. évoluSIòn
    ´ `
    POLYTECH’WAREHOUSE
    • student project
    • manages assignments
    • code quality
    • rather high
    • no framework
    • 200+ PHP homemade files
    29
    Our second solution is to bring an upgrade to Polytech’Warehouse.
    Polytech’Warehouse is a tool where teachers can post assignments and students can upload
    their works.
    It was first made by Sébastien Mosser and Karim Matrah, during an end-of-term project.

    View Slide

  148. évoluSIòn
    ´ `
    UPGRADING A DEPLOYED APP
    30
    As we wanted to upgrade a deployed app, we had to be sure to make no regression.
    At the beginning, we planned to set up automated regression testing, but it was not possible.
    Indeed, there were no tests in place, and we couldn’t add unit tests to an unknown codebase.
    Moreover, it was impossible to add GUI testing because we were changing the interface.

    View Slide

  149. évoluSIòn
    ´ `
    UPGRADING A DEPLOYED APP
    • regression testing?
    30
    As we wanted to upgrade a deployed app, we had to be sure to make no regression.
    At the beginning, we planned to set up automated regression testing, but it was not possible.
    Indeed, there were no tests in place, and we couldn’t add unit tests to an unknown codebase.
    Moreover, it was impossible to add GUI testing because we were changing the interface.

    View Slide

  150. évoluSIòn
    ´ `
    UPGRADING A DEPLOYED APP
    • regression testing?
    • unachievable
    30
    As we wanted to upgrade a deployed app, we had to be sure to make no regression.
    At the beginning, we planned to set up automated regression testing, but it was not possible.
    Indeed, there were no tests in place, and we couldn’t add unit tests to an unknown codebase.
    Moreover, it was impossible to add GUI testing because we were changing the interface.

    View Slide

  151. évoluSIòn
    ´ `
    UPGRADING A DEPLOYED APP
    • regression testing?
    • unachievable
    • no unit tests
    • no framework
    • functional testing
    • mainly UI changes
    30
    As we wanted to upgrade a deployed app, we had to be sure to make no regression.
    At the beginning, we planned to set up automated regression testing, but it was not possible.
    Indeed, there were no tests in place, and we couldn’t add unit tests to an unknown codebase.
    Moreover, it was impossible to add GUI testing because we were changing the interface.

    View Slide

  152. évoluSIòn
    ´ `
    UPGRADING A DEPLOYED APP
    • regression testing?
    • unachievable
    • no unit tests
    • no framework
    • functional testing
    • mainly UI changes
    • Selenium, phantomJS…
    30
    As we wanted to upgrade a deployed app, we had to be sure to make no regression.
    At the beginning, we planned to set up automated regression testing, but it was not possible.
    Indeed, there were no tests in place, and we couldn’t add unit tests to an unknown codebase.
    Moreover, it was impossible to add GUI testing because we were changing the interface.

    View Slide

  153. évoluSIòn
    ´ `
    UPGRADING A DEPLOYED APP
    • regression testing?
    • unachievable
    • no unit tests
    • no framework
    • functional testing
    • mainly UI changes
    • Selenium, phantomJS…
    • fallback: backward-compatibility
    30
    As we wanted to upgrade a deployed app, we had to be sure to make no regression.
    At the beginning, we planned to set up automated regression testing, but it was not possible.
    Indeed, there were no tests in place, and we couldn’t add unit tests to an unknown codebase.
    Moreover, it was impossible to add GUI testing because we were changing the interface.

    View Slide

  154. évoluSIòn
    ´ `
    UPGRADING A DEPLOYED APP
    • regression testing?
    • unachievable
    • no unit tests
    • no framework
    • functional testing
    • mainly UI changes
    • Selenium, phantomJS…
    • fallback: backward-compatibility
    • emergency revert
    30
    As we wanted to upgrade a deployed app, we had to be sure to make no regression.
    At the beginning, we planned to set up automated regression testing, but it was not possible.
    Indeed, there were no tests in place, and we couldn’t add unit tests to an unknown codebase.
    Moreover, it was impossible to add GUI testing because we were changing the interface.

    View Slide

  155. évoluSIòn
    ´ `
    IMPROVING MAINTAINABILITY
    31
    Teachers wanted to be reassured about the maintainability, so we made it easier to deploy
    the application.
    It took us two days to understand how to deploy, because we proceeded by trial-and-error.
    In the end, we stored our knowledge in a shell script that automates the setup.

    View Slide

  156. évoluSIòn
    ´ `
    IMPROVING MAINTAINABILITY
    • understand how to deploy
    31
    Teachers wanted to be reassured about the maintainability, so we made it easier to deploy
    the application.
    It took us two days to understand how to deploy, because we proceeded by trial-and-error.
    In the end, we stored our knowledge in a shell script that automates the setup.

    View Slide

  157. évoluSIòn
    ´ `
    IMPROVING MAINTAINABILITY
    • understand how to deploy
    • experiment until it works
    31
    Teachers wanted to be reassured about the maintainability, so we made it easier to deploy
    the application.
    It took us two days to understand how to deploy, because we proceeded by trial-and-error.
    In the end, we stored our knowledge in a shell script that automates the setup.

    View Slide

  158. évoluSIòn
    ´ `
    IMPROVING MAINTAINABILITY
    • understand how to deploy
    • experiment until it works
    • file permissions
    31
    Teachers wanted to be reassured about the maintainability, so we made it easier to deploy
    the application.
    It took us two days to understand how to deploy, because we proceeded by trial-and-error.
    In the end, we stored our knowledge in a shell script that automates the setup.

    View Slide

  159. évoluSIòn
    ´ `
    IMPROVING MAINTAINABILITY
    • understand how to deploy
    • experiment until it works
    • file permissions
    • create databases
    31
    Teachers wanted to be reassured about the maintainability, so we made it easier to deploy
    the application.
    It took us two days to understand how to deploy, because we proceeded by trial-and-error.
    In the end, we stored our knowledge in a shell script that automates the setup.

    View Slide

  160. évoluSIòn
    ´ `
    IMPROVING MAINTAINABILITY
    • understand how to deploy
    • experiment until it works
    • file permissions
    • create databases
    • created automatic setup script
    31
    Teachers wanted to be reassured about the maintainability, so we made it easier to deploy
    the application.
    It took us two days to understand how to deploy, because we proceeded by trial-and-error.
    In the end, we stored our knowledge in a shell script that automates the setup.

    View Slide

  161. évoluSIòn
    ´ `
    IMPROVING MAINTAINABILITY
    • understand how to deploy
    • experiment until it works
    • file permissions
    • create databases
    • created automatic setup script
    • 2 days → 30 seconds
    31
    Teachers wanted to be reassured about the maintainability, so we made it easier to deploy
    the application.
    It took us two days to understand how to deploy, because we proceeded by trial-and-error.
    In the end, we stored our knowledge in a shell script that automates the setup.

    View Slide

  162. évoluSIòn
    ´ `
    IMPROVING MAINTAINABILITY
    • understand how to deploy
    • experiment until it works
    • file permissions
    • create databases
    • created automatic setup script
    • 2 days → 30 seconds
    31
    Teachers wanted to be reassured about the maintainability, so we made it easier to deploy
    the application.
    It took us two days to understand how to deploy, because we proceeded by trial-and-error.
    In the end, we stored our knowledge in a shell script that automates the setup.

    View Slide

  163. évoluSIòn
    ´ `
    OPTIMIZING NAVIGATION
    32
    We have changed the way of navigating the warehouse in order to optimize it for the two
    most common tasks: adding a new assignment and downloading student deliverables.
    To do that, we simplified the navigation paths and made the entry points clearer.
    The workload is now highlighted by our calendar view, that we will show right now.

    View Slide

  164. évoluSIòn
    ´ `
    OPTIMIZING NAVIGATION
    • main tasks
    32
    We have changed the way of navigating the warehouse in order to optimize it for the two
    most common tasks: adding a new assignment and downloading student deliverables.
    To do that, we simplified the navigation paths and made the entry points clearer.
    The workload is now highlighted by our calendar view, that we will show right now.

    View Slide

  165. évoluSIòn
    ´ `
    OPTIMIZING NAVIGATION
    • main tasks
    • add a new assignment
    32
    We have changed the way of navigating the warehouse in order to optimize it for the two
    most common tasks: adding a new assignment and downloading student deliverables.
    To do that, we simplified the navigation paths and made the entry points clearer.
    The workload is now highlighted by our calendar view, that we will show right now.

    View Slide

  166. évoluSIòn
    ´ `
    OPTIMIZING NAVIGATION
    • main tasks
    • add a new assignment
    • download student deliverables
    32
    We have changed the way of navigating the warehouse in order to optimize it for the two
    most common tasks: adding a new assignment and downloading student deliverables.
    To do that, we simplified the navigation paths and made the entry points clearer.
    The workload is now highlighted by our calendar view, that we will show right now.

    View Slide

  167. évoluSIòn
    ´ `
    OPTIMIZING NAVIGATION
    • main tasks
    • add a new assignment
    • download student deliverables
    • drastically reduced paths
    32
    !"#$%&'&()%&*$
    "+,-.*'#//#+.
    01&2+#.,/+.
    13*$41#%,5)%&6.#/
    7),5)%&6.#,"#,5*$
    .#$"+,#8&/%#9#11#,:
    01&2+#.,/+.
    0.;#.,+$#,5)%&6.#
    <$%.#.,1#,$*5
    "#,1),5)%&6.#
    7#,4.*+-#
    #8&/%#9&1,:
    01&2+#.,/+.
    13*$41#%,=.*5*/
    01&2+#.,/+.,1#,$*5
    >#,1),5)%&6.#
    ?;1#(%&*$$#.,1),1&/%#
    "#/,-.*'#//#+./
    @''#(%#.,1#/,4.*+-#/
    A,1),5)%&6.#
    01&2+#.,/+.,0.;#.
    +$,$*+B#)+,%.)B)&1
    0C*&/&.,1#,$*5,"+,%.)B)&1D
    7#,$*5E.#,"3;%+"&)$%/D
    7),(C).4#D,1),%*1;.)$(#D
    7),%)&11#,#%,1#,.#$"+,#8-.#//
    0*$$)&//#F,B*+/
    1),/&4$&'&()%&*$
    "#/,(C)5-/,:
    0*$/+1%#.,13)&"#
    0C*&/&.,1#,$*5,#%,1#
    '*.5)%,"+,'&(C.
    G,.#$".#
    H9)9%3&1,"3)+%.#/,'&(C./
    A,.#$".#,:
    0*$$)&//#F,B*+/
    1),/&4$&'&()%&*$
    "#/,(C)5-/,:
    0*$/+1%#.,13)&"#
    @''#(%#.,1#/,4.*+-#/,"#
    %.)B)&1,)+8,#$/#&4$)$%/
    0C*&/&.,1),I*+,1#/J
    ")%#I/J,"#,.#$"+
    0C*&/&.,1),-+E1&()%&*$
    #''#(%&B#,"+,.#$"+
    K)1&"#.
    7),-.*5*%&*$
    (*$(#.$;#,#/%9#11#
    ")$/,1),1&/%#,:
    0C).4#.,1),-.*5*%&*$
    )B#(,1#,'&(C.,L-.*5*
    7#,4.*+-#
    (*$(#.$;,#/%9&1
    ")$/,1),1&/%#,:
    ?;1#(%&*$$#.,1#/
    ;%+"&)$%/,+$,G,+$
    !"#$%&'()*+,()(',-.$,)".(*,)/,")0+.(%".12%
    M+&
    N*$
    M+&
    N*$
    M+&
    N*$
    N*$
    M+&
    M+&
    N*$
    N*$
    M+&
    M+&
    N*$
    We have changed the way of navigating the warehouse in order to optimize it for the two
    most common tasks: adding a new assignment and downloading student deliverables.
    To do that, we simplified the navigation paths and made the entry points clearer.
    The workload is now highlighted by our calendar view, that we will show right now.

    View Slide

  168. évoluSIòn
    ´ `
    OPTIMIZING NAVIGATION
    • main tasks
    • add a new assignment
    • download student deliverables
    • drastically reduced paths
    • prominent display of workload
    32
    We have changed the way of navigating the warehouse in order to optimize it for the two
    most common tasks: adding a new assignment and downloading student deliverables.
    To do that, we simplified the navigation paths and made the entry points clearer.
    The workload is now highlighted by our calendar view, that we will show right now.

    View Slide

  169. évoluSIòn
    ´ `
    OPTIMIZING NAVIGATION
    • main tasks
    • add a new assignment
    • download student deliverables
    • drastically reduced paths
    • prominent display of workload
    33
    Hands-on

    View Slide

  170. évoluSIòn
    ´ `
    BONUS
    34
    What you didn’t see here were a few bonuses:
    We switched doctype to HTML5 and brought a few bugfixes.

    View Slide

  171. évoluSIòn
    ´ `
    BONUS
    • XHTML 1.0 → HTML5
    • more semantic markup
    • approximative XHTML
    34
    What you didn’t see here were a few bonuses:
    We switched doctype to HTML5 and brought a few bugfixes.

    View Slide

  172. évoluSIòn
    ´ `
    BONUS
    • XHTML 1.0 → HTML5
    • more semantic markup
    • approximative XHTML
    • bugfixes
    34
    What you didn’t see here were a few bonuses:
    We switched doctype to HTML5 and brought a few bugfixes.

    View Slide

  173. IV - BRIEF
    35

    View Slide

  174. évoluSIòn
    ´ `
    3 WEEKS
    36

    View Slide

  175. évoluSIòn
    ´ `
    WEEK 1
    37

    View Slide

  176. évoluSIòn
    ´ `
    WEEK 1
    37
    for(;){
    i 0;)
    {
    }
    for(;){
    i 0;)
    {
    }

    View Slide

  177. évoluSIòn
    ´ `
    WEEK 1
    37
    for(;){
    i 0;)
    {
    }
    for(;){
    i 0;)
    {
    }
    25 interviews

    View Slide

  178. évoluSIòn
    ´ `
    WEEK 1
    37
    for(;){
    i 0;)
    {
    }
    for(;){
    i 0;)
    {
    }
    720 pageviews
    25 interviews

    View Slide

  179. évoluSIòn
    ´ `
    WEEK 1
    37
    for(;){
    i 0;)
    {
    }
    for(;){
    i 0;)
    {
    }
    720 pageviews
    25 interviews
    15 interviews

    View Slide

  180. évoluSIòn
    ´ `
    WEEK 1
    37
    for(;){
    i 0;)
    {
    }
    for(;){
    i 0;)
    {
    }
    720 pageviews
    25 interviews
    15 interviews
    non-interrupting

    View Slide

  181. évoluSIòn
    ´ `
    WEEK 1
    37
    for(;){
    i 0;)
    {
    }
    for(;){
    i 0;)
    {
    }
    720 pageviews
    25 interviews
    15 interviews
    17 daily reports
    non-interrupting

    View Slide

  182. évoluSIòn
    ´ `
    WEEK 1
    37
    for(;){
    i 0;)
    {
    }
    for(;){
    i 0;)
    {
    }
    720 pageviews
    25 interviews
    15 interviews
    17 daily reports
    non-interrupting

    View Slide

  183. évoluSIòn
    ´ `
    WEEK 1
    37
    for(;){
    i 0;)
    {
    }
    for(;){
    i 0;)
    {
    }
    720 pageviews
    25 interviews
    15 interviews
    17 daily reports
    non-interrupting
    putting it all
    together

    View Slide

  184. évoluSIòn
    ´ `
    3 WEEKS
    38
    for(;){
    i 0;)
    {
    }
    for(;){
    i 0;)
    {
    }
    devblog
    focus group
    collaboration

    View Slide

  185. évoluSIòn
    ´ `
    3 WEEKS
    38
    for(;){
    i 0;)
    {
    }
    for(;){
    i 0;)
    {
    }
    devblog
    focus group
    collaboration
    participative

    View Slide

  186. évoluSIòn
    ´ `
    3 WEEKS
    38
    for(;){
    i 0;)
    {
    }
    for(;){
    i 0;)
    {
    }
    devblog
    focus group
    collaboration
    participative
    justified

    View Slide

  187. évoluSIòn
    ´ `
    3 WEEKS
    38
    for(;){
    i 0;)
    {
    }
    for(;){
    i 0;)
    {
    }
    devblog
    focus group
    collaboration
    participative
    justified
    precise action points

    View Slide

  188. évoluSIòn
    ´ `
    3 WEEKS
    38
    for(;){
    i 0;)
    {
    }
    for(;){
    i 0;)
    {
    }
    devblog
    focus group
    collaboration
    participative
    justified
    precise action points
    assessable over time

    View Slide

  189. évoluSIòn
    ´ `
    3 WEEKS
    38
    for(;){
    i 0;)
    {
    }
    for(;){
    i 0;)
    {
    }
    devblog
    focus group
    collaboration
    participative
    justified
    precise action points
    assessable over time
    social engineering

    View Slide

  190. évoluSIòn
    ´ `
    3 WEEKS
    38
    for(;){
    i 0;)
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    }
    devblog
    focus group
    collaboration
    participative
    justified
    precise action points
    assessable over time
    social engineering
    technical
    engineering

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  191. évoluSIòn
    ´ `
    3 WEEKS
    38
    for(;){
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    }
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    }
    devblog
    focus group
    collaboration
    participative
    justified
    precise action points
    assessable over time
    social engineering
    technical
    engineering
    followed industry
    quality processes

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  192. évoluSIòn
    ´ `
    3 WEEKS
    38
    for(;){
    i 0;)
    {
    }
    for(;){
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    {
    }
    devblog
    focus group
    collaboration
    participative
    justified
    precise action points
    assessable over time
    social engineering
    technical
    engineering
    followed industry
    quality processes
    professional
    management tools

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  193. évoluSIòn
    ´ `
    • Special thanks
    • Françoise Baude
    • Peter Sander
    • Jean-Paul Stromboni
    • Colette Michel
    • Christian Brel
    • Maël Auzias
    • + every interviewee!
    39
    • Images
    • The Noun Project (black icons)
    • Everaldo Coelho (web globe)
    • 37signals (Basecamp logo)
    • Moodle project (Moodle logo)
    • Céline Auzias (Polytech’Warehouse)
    • Namahn / Yellow Window / Design
    Vlaanderen (Service Design Toolkit)
    • W3C (HTML 5)
    THANKS FOR YOUR ATTENTION !
    ANY QUESTIONS ?

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