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
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
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
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
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
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
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.
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.
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.
• 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.
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.
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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
the causes • out of sight from students • ask teachers! for (var i = 0;;) { do somthin; somthingElse(); whatever(ishis); this.makeBeli(); break now(); if (kjdfkjdfl(); } ?
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(); } ?
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(); } ?
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(); } ?
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
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.
somthin; somthingElse(); whatever(ishis); this.makeBeli(); break now(); if (kjdfkjdfl(); } TEACHERS INTERVIEWS 16 • more formal • 30-75 minutes • given set of questions ?
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
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
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
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
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
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
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
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
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
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)
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)
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)
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)
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)
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)
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)
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)
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.
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.
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?
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?
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?
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?
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?
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?
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?
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?
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:
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:
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:
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:
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:
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:
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:
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…
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…
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…
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…
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…
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…
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.
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.
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.
course hosting: Moodle • work delivery: Polytech’Warehouse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s 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.
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.
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.
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.
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.
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.
• 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.
• 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.
• 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.
• 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.
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.
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.
• 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.
• 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.
• 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.
• 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.
• 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.
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.
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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
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.
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.
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.
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.
a new assignment • download student deliverables • drastically reduced paths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e 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.
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.
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.
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