Presentación final del Equipo IT-Tijuana, de su participación final del programa Piloto de I-Corps México. Básicamente es la evolución del Lienzo del Modelo de Negocio. En las siete semanas cubrimos sobre todo la propuesta de valor y segmentos de mercado.
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Presentación Final I-Corps por Amaury Hernández
1. TEAM 14 IT-TIJUANA
Self-paced, short and focused lessons based on online exercises to complement
university classes or help someone get certified on a particular skill
Total Interviews: 85 (all in person)
Weekly average: 12
5. WHAT WE DID
• The initial canvas was the result of a series of
educated guesses
6. WHAT WE LEARNED
• How to organise our business ideas
• The methodology of considering everything a
hypothesis to be tested and disproved or validated
7. CANVAS #2
• Customer segments
• High school students
• Engineering students
• Informal students
8. CANVAS #2
• Value Propositions
• Improve the students learning experience
• Students can ask questions
• Users can run their code online
9. WHAT WE DID
• We had no idea about the validity of our
hypotheses
10. WHAT WE LEARNED
• Our customer segments were too broad
• Our value propositions were actually features
• Many students didn’t even have a desktop computer
• Many students weren’t fluent in English
• We’ll need to create very good quality content
• Students won’t pay for our services
• They prefer books over digital content
11. CANVAS #3
• Customer segments
• High school students
• Engineering students
• University students that aren’t coursing a programming
course
• Instructors
• Informal students
12. CANVAS #3
• Value Propositions
• Improve the student’s learning experience
• Learning resources are reachable through search engines
• Students can ask real-time questions to tutors
• Students can practice online by doing exercises and tests online
13. WHAT WE DID
• We kept asking very general questions.
• We also added more hypotheses based on
guesses.
14. WHAT WE LEARNED
• We began to see different kinds of students (engineering
students and others).
• We thought that teachers could also become another customer
segment.
• We began to think that students are very lazy.
16. CANVAS #4
• Value Propositions
• Short and focused lessons about one particular subject.
• Self-paced courses for staying up to date with new
technologies.
• Self-paced courses that complement what is seen in class.
• Online exercises and quizzes that can be run online.
• Lessons developed and approved by universities or the
industry.
22. WHAT WE LEARNED
• Short and easy content.
• They want to pass.
• They want to get a job or a raise.
23. CANVAS #5
• Customer segments
• Beginner students
• Just-in-time students
• Browsing students
• Job seeking students
24. CANVAS #5
• Value Propositions
• Short and focused lessons.
• Stay updated with the current technologies.
• Better grades with self-paced courses.
• Content is developed or approved by universities or industry.
25. WHAT WE DID
• We analysed all the interviews we had done in the
past.
• ALL OFTHEM
26. WHAT WE LEARNED
• We felt we were really close to defining our final
customer segments.
• Students pursuit very specific goals, not necessarily
general knowledge.
27. CANVAS #6
• Customer segments
• Beginner students
• Just-in-time students
• Browsing students
• Job seeking students
29. CANVAS #6
• Value Propositions
• Short and focused lessons.
• Stay updated with the current technologies.
• Better grades with self-paced courses.
• Content is developed or approved by universities or industry.
• Certification of achievement by an university.
30. WHAT WE DID
• We focused on being more straightforward with
our interviews.
• We wanted to be sure if students only cared
about passing, or getting a job.
36. GO OR NO GO?
• Not yet, as we need to validate additional
hypotheses (especially the revenue streams).
• Story video:
• https://www.youtube.com/watch?v=NcoJLHS8D2Y&feature=youtu.be
