Upgrade to Pro — share decks privately, control downloads, hide ads and more …

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

C17904e5ca39a09fdd1dea24b39f57fd?s=128

Matti Schneider

June 17, 2011
Tweet

Transcript

  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
  2. évoluSIòn ´ ` RATIONALE 2

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

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

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

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

    difficult • second term especially • for students 2
  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
  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
  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
  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
  11. évoluSIòn ´ ` GOALS 3

  12. évoluSIòn ´ ` GOALS • assess demotivation 3

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

    ´ `
  32. I - LISTEN 6

  33. évoluSIòn ´ ` QUALIFYING THE PROBLEM 7

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

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

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

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

    • are they shared? • formalize feelings?! • determine causes and action points
  38. évoluSIòn ´ ` CAUSE DIAGRAM 8

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

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

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

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

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

    causes Core Feelings Underlying causes Direct causes Core Where to act? Best we are students
  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
  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
  46. évoluSIòn ´ ` STUDENTS’ FEELINGS 9

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

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

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

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

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

    students • diverse groups • informal surveying • categorize answers • give them a global meaning
  52. évoluSIòn ´ ` STUDENTS CAUSE DIAGRAM 10 Feelings Underlying causes

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

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

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

    Direct causes Core Poor learning efficiency ⾠ Feelings Poor understanding of year goals
  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
  57. évoluSIòn ´ ` UNDERLYING CAUSES 11

  58. évoluSIòn ´ ` UNDERLYING CAUSES 11 • interpret discussions

  59. évoluSIòn ´ ` UNDERLYING CAUSES 11 • interpret discussions •

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

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

    determine origin of feelings • validate hypotheses with fellow students
  62. évoluSIòn ´ ` STUDENTS CAUSE DIAGRAM 12 Feelings Underlying causes

    Direct causes Core Poor learning efficiency Poor understanding of year goals Lack of feedback
  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
  64. évoluSIòn ´ ` DIRECT CAUSES 13

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

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

    the causes • out of sight from students ?
  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(); } ?
  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(); } ?
  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(); } ?
  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(); } ?
  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
  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
  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.
  74. évoluSIòn ´ ` for (var i = 0;;) { do

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

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

    somthin; somthingElse(); whatever(ishis); this.makeBeli(); break now(); if (kjdfkjdfl(); } TEACHERS INTERVIEWS 17
  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
  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
  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
  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
  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
  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
  90. évoluSIòn ´ ` FOCUS GROUP 19

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

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

    types of users • teachers, year rep, SI3, SI4 (several groups) for(;){ i 0;) { } for(;){ i 0;) { }
  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;) { }
  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;) { }
  95. II - DESIGN 20 Not a completely separate step.

  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
  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
  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
  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
  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
  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
  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
  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)
  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)
  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)
  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)
  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)
  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)
  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)
  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)
  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.
  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.
  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?
  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?
  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?
  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?
  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?
  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?
  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?
  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?
  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:
  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:
  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:
  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:
  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:
  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:
  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:
  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…
  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…
  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…
  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…
  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…
  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…
  134. III - DEVELOP 27

  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.
  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.
  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.
  138. évoluSIòn ´ ` SHEETS 28 • unified teacher tools •

    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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  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.
  167. évoluSIòn ´ ` OPTIMIZING NAVIGATION • main tasks • add

    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.
  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.
  169. évoluSIòn ´ ` OPTIMIZING NAVIGATION • main tasks • add

    a new assignment • download student deliverables • drastically reduced paths • prominent display of workload 33 Hands-on
  170. évoluSIòn ´ ` BONUS 34 What you didn’t see here

    were a few bonuses: We switched doctype to HTML5 and brought a few bugfixes.
  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.
  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.
  173. IV - BRIEF 35

  174. évoluSIòn ´ ` 3 WEEKS 36

  175. évoluSIòn ´ ` WEEK 1 37

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

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

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

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

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

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

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

    } for(;){ i 0;) { } 720 pageviews 25 interviews 15 interviews 17 daily reports non-interrupting
  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
  184. évoluSIòn ´ ` 3 WEEKS 38 for(;){ i 0;) {

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

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

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

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

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

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

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

    } for(;){ i 0;) { } devblog focus group collaboration participative justified precise action points assessable over time social engineering technical engineering followed industry quality processes professional management tools
  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 ?