5-213-254 PAGEWELL 2.0 80 percent. PageWell trial users were asked about their motivations for participating in...

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5-213-254 PAGEWELL 2.0 80 percent. PageWell trial users were asked about their motivations for participating in the trial and their likes and dislikes about the user experience (Exhibit 5). The key findings from the trial users were as follows: OVERALL EXPERIENCE Users felt that having three platforms-Online, Desktop, and e-Reader-was confusing. Of particular concern was the lack of synchronization among the various PageWell platforms, students felt that content changes should have synced on every device and platform. Another drawback was the lack of access of course materials once the course ended. PAGEWELL ONLINE I Users found the PageWell Online site easy to use but unappealing and slow. They were frustrated by the inability to print notes or materials from this platform. They did not see much value in online collaboration such as sharing notes or reading others' notes; rather, users desired better integration with Blackboard functions. There was some cautious interest in mobile browsing. One user read in Safari on the iPhone. Seventeen respondents indicated they did not use PageWell Online at all beyond the first week's "experimentation. PAGEWELL DESKTOP Users thought this platform had a better reading interface than PageWell Online, but it was limited by the inability to take notes or synchronize notes from PageWell Online. This platform's most valuable asset was its printing capability. Still, it was not considered the best platform because most users did not like reading on laptops and preferred offline, no-password access. SONY E-READER Many users mentioned the Sony e-Reader as a motivation for participating in the trial. Unfortunately, the actual experience was less than satisfactory because of an unreliable content format (text and graphics), difficult navigation, and a lack of highlighting and note-taking capability. Another source of frustration was its short battery life. Twenty-six of the thirty-eight respondents noted that they did not use the e-Reader at all beyond the first week. BENEFITS AND LIMITATIONS OF PAGEWELL 1.0 Some of the benefits that appealed to the trial users of PageWell were: (1) more convenient access to course material compared to print, (2) reduced cost of such material, (3) more convenient storage of course material after the class ended, (4) the potential seamless experience across various devices such as computer, smartphone, e-reader, and tablet device, and (5) the socially responsible notion of significantly reducing paper usage. among However, there were several limitations associated with the PageWell product suite. Chief them were: (1) electronic access to the course pack was not available, (2) the same content was not offered across all platforms, and (3) publishers restricted the right to post e-copies on Blackboard (citing digital rights management issues). Other pain points included difficulty in printing, in downloading the electronic course pack (63 percent of users reported a problem), in synchronizing the course pack to the Sony e-Reader (45 percent), in installing Adobe Digital KELLOGG SCHOOL OF MANAGEMENT by Nes son Ramsay from 1/1.2022 to 4/30/2022 Authorized for use only in the course MGMT 6127 at Fanshawe Colege taught Use outside these parameters is a copyright violation PAGE WELL 2.0 5-213-254 Edition (39 percent), in accessing the course pack through PageWell Online (37 percent), and in installing the Sony e-Reader software (26 percent). Overall, the user survey suggested that PageWell 1.0 held significant promise but that the current version of the offering had major gaps in functionality and usability. More than half the users felt that PageWell had not improved their academic experience and indicated they would not recommend the current solution to friends. Moreover, the majority expressed disappointment that PageWell had failed to meet their expectations. It was a clear message to the Page Well development team that its next course of action would have to be threefold: (1) fix the problems with existing features to improve the user experience, (2) develop new features to satisfy practical user requirements, and (3) find a better reading platform than the Sony e-Reader, I Online Survey of Students The PageWell student team conducted an online survey to measure current attitudes and behaviors toward academic course materials and the relative importance of user requirements to develop a prioritized feature list for PageWell 2.0. The survey was sent to all 1,300 full-time first- and second-year Kellogg MBA students, of whom 389 responded (including the thirty-eight responses from the PageWell trial students). To entice students to participate in the survey. PageWell gave away Apple iPads to two randomly selected respondents. USE CASES The questions in the survey were organized according to student use cases, or scenarios. Each scenario represented a set of activities that students engaged in, along with a set of outcomes that they desired from these activities. The following scenarios emerged from the interviews and survey results. (See Exhibit 6 for survey data.) 1. Accessing course materials anywhere, anytime 2. Taking and storing notes electronically 3. Searching course materials 4. Reduce carrying weight of course materials 5. Sharing documents with peers and professors 6. Communicating with peers and professors Scenario 1: Accessing course materials anywhere, anytime Students desired access to all course materials electronically in one integrated place from anywhere and at any time, including after graduation. This would eliminate the need to store and move boxes of course material or laboriously scan all course documents. Key Findings: Immediate access to course materials was important. Portability was important because reading was completed both at home and at school. KELLOGG SCHOOL OF MANAGEMENT Authorized for use only in the course MGMT 6127 at Fanshawe College taught by Nessen Ramsay from 1/1/2022 to 4/30/2022 Lojepu jubado e si soped a spino esp 5-213-254 PAGE WELL 2.0 Students did not prefer to read electronically. (This preference was based on laptop/desktop reading and limited tablet experience and could change with better tablet devices.) Students accessed their paper course pack material more than 80 percent of the time; mobile access was not very important. Students carried only selected course material for a particular class session or for the week's classes. It was important to have access to all course material in one integrated place and at any time (fourth- and fifth-most desired feature). Convenient access to course material at any time ranked as the most important factor in deciding to use PageWell. Implications: For PageWell to have broad appeal to students, it would have to provide on- demand, seamless online and offline access to course material at all times at one integrated place from any device. To accomplish this and to wean students off the habit of accessing paper course material, an easily readable electronic format for course packs, textbooks, and handouts was a clear necessity. To accomplish this, PageWell would need to obtain professors' course materials and permissions for other copyrighted content. Scenario 2: Taking and storing notes electronically This scenario focused on the ability to take handwritten notes and easily underline and highlight them on electronic documents. The ability to store notes electronically was vitally important, as it would simplify note storage by eliminating the need for scanning paper-based notes. Key Findings: Handwritten notes were important; typing notes was not an acceptable substitute for writing. Students were reluctant to change note-taking behavior. It was critical that students be able to access notes after the class had ended and store them electronically. Convenient storage of course materials was a key reason for using PageWell. Implications: PageWell 2.0 would need to improve the functionality of taking and storing notes electronically. The major focus would have to be the user experience and the ability to underline and highlight notes electronically. Storage had to be simplified by eliminating the need for scanning paper-based notes. Scenario 3: Searching course materials This scenario included searching course and reference materials to find relevant information for assignments, tests, or projects. Students wanted to be able to search all electronic documents through one easy and intuitive search function that would enable them to review keyword results and highlighted notes. Kellogg SCHOOL OF MANAGEMENT Authorized for use only in the course MGMT 6127 at Fanshawe Colege taught by Nesson Ramsay from 1/1.2022 to 4.30/20.22 Use outside these parameters is a copyright yoation, 10 / 27 | - 80% + | PAGEWELL 2.0 5-213-254 by Nessen Ramsay from 1/1.2022 to 4.30.2022. Key Findings: Because course material was reviewed when studying and during group case preparation, a search function would be valued in these scenarios. Searching highlighted notes would be a differentiating feature. Searching course material by keyword was the third-most important feature (in the survey, it was selected more than two hundred times as a critical feature). Students wanted access to course materials after the course had ended. Implications: Version 1.0 lacked the functionality to enable users to easily search highlighted notes. PageWell 2.0 needed to provide users with the capability to search all electronic documents through one search function and provide an easy and intuitive interface to review keyword results and make decisions. This added feature would increase PageWell's value and attractiveness. Scenario 4: Carrying course materials around Students frequently had to carry their course materials to class, to team meetings, and back to their homes. Full-time MBA students did not travel long-distance through airports and valued portability less than EMBA students, but portability was still an important factor. A full suite of electronic devices-laptop, tablet, smartphone-could easily fit into a backpack or bag and the total carrying weight would be less than carrying all paper course materials while maintaining the same level of access to information. Key Findings: Students had "workarounds" to reduce the weight of the materials they had to carry. For example, they did not carry all of their course materials with them; more than 50 percent of the time they brought only selected material for a particular class or week's session. There was effort involved in solving this problem that PageWell could help eliminate. Implications: Carrying hard copies of course materials was burdensome, so most students carried only what was required for a particular day's session. Portability was important, and if Page Well 2.0 could provide easy and instant access to course materials at all times from electronic devices this would literally be a load off students' backs and would make it a valuable alternative. PageWell would also need to provide a backup printing function in case of emergency. Scenario 5: Sharing documents with peers and professors Students wanted to share files among student group members in a way that would be accessible locally and could be synced when online. The outcome would be easy online and offline access to all shared or submitted files. Key Findings There was strong agreement that document sharing was cumbersome and needed to be improved; students shared documents using e-mail more than 80 percent of the time and few were using file-sharing services. 10 KELLOGG SCHOOL OF MANAGEMENT Authorized for use only in the course MGMT 6127 at Fanshawe Colege taught Use outside these parandes is a copyright violation 5-213-254 PAGE WELL 2.0 Despite noting that file sharing was cumbersome, students did not have a strong desire to share notes on cases and readings. Students had problems keeping track of the most recent version of their working files. Implications: E-mail was an inconvenient way to share documents, but the lack of a better option meant that it was used often. PageWell 2.0 would have to provide an interface that would make file sharing easier and less unwieldy. Such an interface would allow student groups to share files that were accessible locally and were synced when online. Not only would such functionality allow easier and more intuitive file submission for students, it would also facilitate easier collection and organization for them. Scenario 6: Communicating with peers and professors Students wanted an easy and intuitive forum for students and professors to share comments and feedback about course materials and assignments outside of class. This would allow professors to share their notes and thoughts on specific course material with students while facilitating easier communication among students and between students and professors. Key Findings: Students were interested in seeing professors' notes, but not overwhelmingly so. Some students contacted professors more frequently than others (80 percent of the time via e-mail). For full-time students, newsgroups/blogs ranked at the bottom of the potential features list. However, part-time and executive students might feel differently. Implications: Although newsgroups and blogs did not excite students much, easily communicating with peers and professors was important. PageWell 2.0 would need to ease the flow of communication by providing an easy and intuitive forum for students and professors to post comments and replies outside of class. This would also allow professors to share their notes and thoughts with students. tojeon jubudco e si seputed as 20200 2202 way swey essay que abajo mund te a new suncanju on jo pazuduny opino esn Scenario Implementation Requirements Scenario implementation requirements were the features and functionality needed to implement customer requirements in product requirements. The PageWell student team identified the following scenario implementation requirements that responded to one or more customer requirements uncovered by the surveys and interviews: Synchronization. Synchronize content on every device across platforms, including the ability to sync notes from PageWell Online. Offline access. Access the platform offline (ideally without a password) even after the end of a course. Printing. Print easily from any platform. Reading platform. Provide a usable and functional electronic reading platform with the added ability to take and highlight notes. KELLOGG SCHOOL OF MANAGEMENT PAGE WELL 2.0 5-213-254 Wireless access. Access content wirelessly. Note-taking. Read, highlight, and easily take notes and store them electronically. Document sharing. Share documents easily with group members. Document review. Review notes on readings and slides. Handout creation. Enable professors to efficiently create student handouts. Newsgroups/blogs. Enable professors to share answers and use newsgroups and blogs to communicate directly with students. Portability. Access from any location to reduce the burden of carrying course materials. Grade management. Enable professors to record grades and create distributions. File management. Manage files and organize them into folders. Prioritizing the Scenarios With its limited development resources and time, the PageWell team needed to prioritize the scenarios, thereby determining which features to include in PageWell 2.0. Prioritization would depend on balancing each feature's value/benefit to customers against its implementation costs and risks. The value/benefit calculation involved the scenario's value and importance to customers, its impact on perceived differentiation, and the potential implications on product revenue; the risk/cost involved the resources, costs, and time required to develop the feature. The team decided to identify a few key scenarios to focus on. Key scenarios would be selected based on their frequency, criticality, platform requirements, and competitive differentiation. See Exhibit 7 for a summary of scenario evaluation criteria. Exhibit 8 provides a scenario template. Market Requirements Document A market requirements document (MRD) serves as the engineering blueprint for the development of a new product or the revision of an existing one. It defines the target market, purpose, and goals of the product; summarizes customer needs and desired features; describes the competitive environment; and articulates technical requirements. Scenario prioritization helps craft the MRD because customer needs and preferences are scenario-dependent. Once key scenarios are identified, product managers know which scenarios are must-have" in order to bring the product/service to successful fruition. The resulting MRD will provide engineering with a clearer picture of the most important customer requirements that the product must fulfill. See Exhibit 9 for an MRD template. KELLOGG SCHOOL OF MANAGEMENT Authorized for use only in the course MGMT 6127 at Fanshawe Colege taught by Nessen Ramsay fom 1/1.2022 to 4:30.2022 Use outside these parande s 5 1000.01 VOJIM L 12 5-213-254 I KELLOGG SCHOOL OF MANAGEMENT PAGE WELL 2.0 Conclusion As Milian prepared to create an MRD, he was confident that there were significant opportunities to make students' lives easier by improving the integration between their study habits and course materials. All he needed to do was find the best way to extract and prioritize product requirements from the stakeholder interview videos and the survey. With that thought, he grabbed his pen and paper and began to watch the first video. Authorized for use only in the course MGMT 6127 at Fanshawe Colege Laugh Use outside the Course Management Systems CMSs, such as Blackboard, served as complements to textbooks and course packs. As students came to rely more and more on the Internet and mobile devices, many institutions adopted online course management tools that allowed faculty to gather and manage electronic course materials, submit assignments, and administer assessments. By one estimate, however, students and faculty used only about 5 percent of available functionality-for example, testing and grading features were rarely used. When not all students in a course accessed the system, professors often distributed printed lecture materials in class in addition to making them available online. CMSS also did not offer textbooks for download nor did they offer a mechanism to secure copyright permissions for other course materials. PageWell PageWell was created by Mihir Choudhary as a solution to the difficulties he experienced as an EMBA student in carrying a backpack full of textbooks, course packs, notes, and other course materials as he traveled across the country and back every two weeks. He felt that there had to be a better way to store, distribute, carry, and use course materials using electronic content. Choudhary's idea quickly gained momentum. He received initial seed funding from Sequoia Capital, a leading technology venture capital firm, and founded PageWell in August 2009. PageWell's mission was to foster convenient, cost-effective, and paperless reading and writing behavior for individuals and organizations. In addition to lessening the burden of carrying hard-copy course materials, it sought to resolve the problems associated with flat data, namely its lack of centralized storage, its lack of on-demand access, and its difficulty in finding, searching, referring, and sharing key pieces of information. PageWell also wanted to help organizations reduce their paper footprint by creating, distributing, and adopting e-book technology. It was estimated that an average MBA student used 1.24 trees' worth of paper during a two-year program. Following PageWell's launch and trial at Kellogg, there was interest from other top EMBA programs at Chicago Booth, Haas-Columbia, and INSEAD. Choudhary had also established close working relationships with device manufacturers such as Sony, OnyX, Jinke, and Netronix and was working to establish relationships with publishers. Product Suite PageWell sought to address some of the drawbacks of existing methods for using course materials. Its first version, Page Well 1.0, consisted of a suite of three loosely integrated platforms Data that has only basic formatting and is not related to other data. Authorized for use only in the course MGMT 6127 at Fanshawe College taught by Nessen Ramsay from 1/1/2022 to 4/30/2022. Use outside these parameters is a copyright violation. and applications: PageWell Online, PageWell e-Reader, and PageWell Desktop (Exhibit 2). Although content was fairly consistent across platforms, there were variations in user interface (Exhibit 3) and functionality. PageWell Online was an online reading platform and centralized portal accessed via a web browser that contained all of the course readings and cases converted by PageWell. The online platform gave students the ability to highlight and annotate text (as well as tag and color-code groups of annotations) for future reference, direct a question to the professor, or initiate discussion with classmates. Printing was not available. PageWell e-Reader used Adobe Digital Edition to display course readings and cases on the PageWell-provided Sony e-Reader device in an improved format. The primary benefit of this platform was mobility and portability. PageWell e-Reader did not synchronize with PageWell Online, though the feature was under consideration for future releases. The final component of the suite, PageWell Desktop, enabled students to read course materials on their computers using Adobe Digital Edition. PageWell Desktop gave students the capability to download and store course materials locally on the computer so they could be read even without online access. Trial users of PageWell 1.0 did not receive hard copies of the course materials, but PageWell Desktop provided printing capability. Pilot Programs PageWell launched several alpha-stage pilot programs for approximately one hundred trial users in Kellogg's EMBA and MBA programs. In Professor Mohanbir Sawhney's Technology Marketing class in the MBA program, 47 of the 115 students opted to use PageWell instead of the course pack provided by XanEdu. The results of the pilot program exposed the limitations of PageWell 1.0 and suggested several potential use cases and desired functions. In particular, the lack of synchronization among the three platforms posed a stumbling block to the seamless access of course materials, and users complained about the absence of printing, note-taking, and easy navigation functions. Although this was the sort of feedback the PageWell product management team wanted, the daunting task of establishing feature set prioritization and understanding use cases presented a challenge to them. User and Stakeholder Research Following the Kellogg trial, Rudy Milian realized that penetrating the full-time program and ultimately achieving school-wide adoption was an ambitious undertaking. The full-time MBA program was not only larger than the EMBA program, its students and their behaviors were also significantly different. Unlike EMBA students, full-time students primarily lived in close proximity to the school and frequently participated in live, in-person team meetings. Without the long travel distances to and from school and the physical separation from classmates, full-time Authorized for use only in the course MGMT 6127 at Fanshawe College taught by Nessen Ramsay from 1/1/2022 to 4/30/2022. Use outside these parameters is a copyright violation. 5-213-254 PAGEWELL 2.0 80 percent. PageWell trial users were asked about their motivations for participating in the trial and their likes and dislikes about the user experience (Exhibit 5). The key findings from the trial users were as follows: OVERALL EXPERIENCE Users felt that having three platforms-Online, Desktop, and e-Reader-was confusing. Of particular concern was the lack of synchronization among the various PageWell platforms, students felt that content changes should have synced on every device and platform. Another drawback was the lack of access of course materials once the course ended. PAGEWELL ONLINE I Users found the PageWell Online site easy to use but unappealing and slow. They were frustrated by the inability to print notes or materials from this platform. They did not see much value in online collaboration such as sharing notes or reading others' notes; rather, users desired better integration with Blackboard functions. There was some cautious interest in mobile browsing. One user read in Safari on the iPhone. Seventeen respondents indicated they did not use PageWell Online at all beyond the first week's "experimentation. PAGEWELL DESKTOP Users thought this platform had a better reading interface than PageWell Online, but it was limited by the inability to take notes or synchronize notes from PageWell Online. This platform's most valuable asset was its printing capability. Still, it was not considered the best platform because most users did not like reading on laptops and preferred offline, no-password access. SONY E-READER Many users mentioned the Sony e-Reader as a motivation for participating in the trial. Unfortunately, the actual experience was less than satisfactory because of an unreliable content format (text and graphics), difficult navigation, and a lack of highlighting and note-taking capability. Another source of frustration was its short battery life. Twenty-six of the thirty-eight respondents noted that they did not use the e-Reader at all beyond the first week. BENEFITS AND LIMITATIONS OF PAGEWELL 1.0 Some of the benefits that appealed to the trial users of PageWell were: (1) more convenient access to course material compared to print, (2) reduced cost of such material, (3) more convenient storage of course material after the class ended, (4) the potential seamless experience across various devices such as computer, smartphone, e-reader, and tablet device, and (5) the socially responsible notion of significantly reducing paper usage. among However, there were several limitations associated with the PageWell product suite. Chief them were: (1) electronic access to the course pack was not available, (2) the same content was not offered across all platforms, and (3) publishers restricted the right to post e-copies on Blackboard (citing digital rights management issues). Other pain points included difficulty in printing, in downloading the electronic course pack (63 percent of users reported a problem), in synchronizing the course pack to the Sony e-Reader (45 percent), in installing Adobe Digital KELLOGG SCHOOL OF MANAGEMENT by Nes son Ramsay from 1/1.2022 to 4/30/2022 Authorized for use only in the course MGMT 6127 at Fanshawe Colege taught Use outside these parameters is a copyright violation PAGE WELL 2.0 5-213-254 Edition (39 percent), in accessing the course pack through PageWell Online (37 percent), and in installing the Sony e-Reader software (26 percent). Overall, the user survey suggested that PageWell 1.0 held significant promise but that the current version of the offering had major gaps in functionality and usability. More than half the users felt that PageWell had not improved their academic experience and indicated they would not recommend the current solution to friends. Moreover, the majority expressed disappointment that PageWell had failed to meet their expectations. It was a clear message to the Page Well development team that its next course of action would have to be threefold: (1) fix the problems with existing features to improve the user experience, (2) develop new features to satisfy practical user requirements, and (3) find a better reading platform than the Sony e-Reader, I Online Survey of Students The PageWell student team conducted an online survey to measure current attitudes and behaviors toward academic course materials and the relative importance of user requirements to develop a prioritized feature list for PageWell 2.0. The survey was sent to all 1,300 full-time first- and second-year Kellogg MBA students, of whom 389 responded (including the thirty-eight responses from the PageWell trial students). To entice students to participate in the survey. PageWell gave away Apple iPads to two randomly selected respondents. USE CASES The questions in the survey were organized according to student use cases, or scenarios. Each scenario represented a set of activities that students engaged in, along with a set of outcomes that they desired from these activities. The following scenarios emerged from the interviews and survey results. (See Exhibit 6 for survey data.) 1. Accessing course materials anywhere, anytime 2. Taking and storing notes electronically 3. Searching course materials 4. Reduce carrying weight of course materials 5. Sharing documents with peers and professors 6. Communicating with peers and professors Scenario 1: Accessing course materials anywhere, anytime Students desired access to all course materials electronically in one integrated place from anywhere and at any time, including after graduation. This would eliminate the need to store and move boxes of course material or laboriously scan all course documents. Key Findings: Immediate access to course materials was important. Portability was important because reading was completed both at home and at school. KELLOGG SCHOOL OF MANAGEMENT Authorized for use only in the course MGMT 6127 at Fanshawe College taught by Nessen Ramsay from 1/1/2022 to 4/30/2022 Lojepu jubado e si soped a spino esp 5-213-254 PAGE WELL 2.0 Students did not prefer to read electronically. (This preference was based on laptop/desktop reading and limited tablet experience and could change with better tablet devices.) Students accessed their paper course pack material more than 80 percent of the time; mobile access was not very important. Students carried only selected course material for a particular class session or for the week's classes. It was important to have access to all course material in one integrated place and at any time (fourth- and fifth-most desired feature). Convenient access to course material at any time ranked as the most important factor in deciding to use PageWell. Implications: For PageWell to have broad appeal to students, it would have to provide on- demand, seamless online and offline access to course material at all times at one integrated place from any device. To accomplish this and to wean students off the habit of accessing paper course material, an easily readable electronic format for course packs, textbooks, and handouts was a clear necessity. To accomplish this, PageWell would need to obtain professors' course materials and permissions for other copyrighted content. Scenario 2: Taking and storing notes electronically This scenario focused on the ability to take handwritten notes and easily underline and highlight them on electronic documents. The ability to store notes electronically was vitally important, as it would simplify note storage by eliminating the need for scanning paper-based notes. Key Findings: Handwritten notes were important; typing notes was not an acceptable substitute for writing. Students were reluctant to change note-taking behavior. It was critical that students be able to access notes after the class had ended and store them electronically. Convenient storage of course materials was a key reason for using PageWell. Implications: PageWell 2.0 would need to improve the functionality of taking and storing notes electronically. The major focus would have to be the user experience and the ability to underline and highlight notes electronically. Storage had to be simplified by eliminating the need for scanning paper-based notes. Scenario 3: Searching course materials This scenario included searching course and reference materials to find relevant information for assignments, tests, or projects. Students wanted to be able to search all electronic documents through one easy and intuitive search function that would enable them to review keyword results and highlighted notes. Kellogg SCHOOL OF MANAGEMENT Authorized for use only in the course MGMT 6127 at Fanshawe Colege taught by Nesson Ramsay from 1/1.2022 to 4.30/20.22 Use outside these parameters is a copyright yoation, 10 / 27 | - 80% + | PAGEWELL 2.0 5-213-254 by Nessen Ramsay from 1/1.2022 to 4.30.2022. Key Findings: Because course material was reviewed when studying and during group case preparation, a search function would be valued in these scenarios. Searching highlighted notes would be a differentiating feature. Searching course material by keyword was the third-most important feature (in the survey, it was selected more than two hundred times as a critical feature). Students wanted access to course materials after the course had ended. Implications: Version 1.0 lacked the functionality to enable users to easily search highlighted notes. PageWell 2.0 needed to provide users with the capability to search all electronic documents through one search function and provide an easy and intuitive interface to review keyword results and make decisions. This added feature would increase PageWell's value and attractiveness. Scenario 4: Carrying course materials around Students frequently had to carry their course materials to class, to team meetings, and back to their homes. Full-time MBA students did not travel long-distance through airports and valued portability less than EMBA students, but portability was still an important factor. A full suite of electronic devices-laptop, tablet, smartphone-could easily fit into a backpack or bag and the total carrying weight would be less than carrying all paper course materials while maintaining the same level of access to information. Key Findings: Students had "workarounds" to reduce the weight of the materials they had to carry. For example, they did not carry all of their course materials with them; more than 50 percent of the time they brought only selected material for a particular class or week's session. There was effort involved in solving this problem that PageWell could help eliminate. Implications: Carrying hard copies of course materials was burdensome, so most students carried only what was required for a particular day's session. Portability was important, and if Page Well 2.0 could provide easy and instant access to course materials at all times from electronic devices this would literally be a load off students' backs and would make it a valuable alternative. PageWell would also need to provide a backup printing function in case of emergency. Scenario 5: Sharing documents with peers and professors Students wanted to share files among student group members in a way that would be accessible locally and could be synced when online. The outcome would be easy online and offline access to all shared or submitted files. Key Findings There was strong agreement that document sharing was cumbersome and needed to be improved; students shared documents using e-mail more than 80 percent of the time and few were using file-sharing services. 10 KELLOGG SCHOOL OF MANAGEMENT Authorized for use only in the course MGMT 6127 at Fanshawe Colege taught Use outside these parandes is a copyright violation 5-213-254 PAGE WELL 2.0 Despite noting that file sharing was cumbersome, students did not have a strong desire to share notes on cases and readings. Students had problems keeping track of the most recent version of their working files. Implications: E-mail was an inconvenient way to share documents, but the lack of a better option meant that it was used often. PageWell 2.0 would have to provide an interface that would make file sharing easier and less unwieldy. Such an interface would allow student groups to share files that were accessible locally and were synced when online. Not only would such functionality allow easier and more intuitive file submission for students, it would also facilitate easier collection and organization for them. Scenario 6: Communicating with peers and professors Students wanted an easy and intuitive forum for students and professors to share comments and feedback about course materials and assignments outside of class. This would allow professors to share their notes and thoughts on specific course material with students while facilitating easier communication among students and between students and professors. Key Findings: Students were interested in seeing professors' notes, but not overwhelmingly so. Some students contacted professors more frequently than others (80 percent of the time via e-mail). For full-time students, newsgroups/blogs ranked at the bottom of the potential features list. However, part-time and executive students might feel differently. Implications: Although newsgroups and blogs did not excite students much, easily communicating with peers and professors was important. PageWell 2.0 would need to ease the flow of communication by providing an easy and intuitive forum for students and professors to post comments and replies outside of class. This would also allow professors to share their notes and thoughts with students. tojeon jubudco e si seputed as 20200 2202 way swey essay que abajo mund te a new suncanju on jo pazuduny opino esn Scenario Implementation Requirements Scenario implementation requirements were the features and functionality needed to implement customer requirements in product requirements. The PageWell student team identified the following scenario implementation requirements that responded to one or more customer requirements uncovered by the surveys and interviews: Synchronization. Synchronize content on every device across platforms, including the ability to sync notes from PageWell Online. Offline access. Access the platform offline (ideally without a password) even after the end of a course. Printing. Print easily from any platform. Reading platform. Provide a usable and functional electronic reading platform with the added ability to take and highlight notes. KELLOGG SCHOOL OF MANAGEMENT PAGE WELL 2.0 5-213-254 Wireless access. Access content wirelessly. Note-taking. Read, highlight, and easily take notes and store them electronically. Document sharing. Share documents easily with group members. Document review. Review notes on readings and slides. Handout creation. Enable professors to efficiently create student handouts. Newsgroups/blogs. Enable professors to share answers and use newsgroups and blogs to communicate directly with students. Portability. Access from any location to reduce the burden of carrying course materials. Grade management. Enable professors to record grades and create distributions. File management. Manage files and organize them into folders. Prioritizing the Scenarios With its limited development resources and time, the PageWell team needed to prioritize the scenarios, thereby determining which features to include in PageWell 2.0. Prioritization would depend on balancing each feature's value/benefit to customers against its implementation costs and risks. The value/benefit calculation involved the scenario's value and importance to customers, its impact on perceived differentiation, and the potential implications on product revenue; the risk/cost involved the resources, costs, and time required to develop the feature. The team decided to identify a few key scenarios to focus on. Key scenarios would be selected based on their frequency, criticality, platform requirements, and competitive differentiation. See Exhibit 7 for a summary of scenario evaluation criteria. Exhibit 8 provides a scenario template. Market Requirements Document A market requirements document (MRD) serves as the engineering blueprint for the development of a new product or the revision of an existing one. It defines the target market, purpose, and goals of the product; summarizes customer needs and desired features; describes the competitive environment; and articulates technical requirements. Scenario prioritization helps craft the MRD because customer needs and preferences are scenario-dependent. Once key scenarios are identified, product managers know which scenarios are must-have" in order to bring the product/service to successful fruition. The resulting MRD will provide engineering with a clearer picture of the most important customer requirements that the product must fulfill. See Exhibit 9 for an MRD template. KELLOGG SCHOOL OF MANAGEMENT Authorized for use only in the course MGMT 6127 at Fanshawe Colege taught by Nessen Ramsay fom 1/1.2022 to 4:30.2022 Use outside these parande s 5 1000.01 VOJIM L 12 5-213-254 I KELLOGG SCHOOL OF MANAGEMENT PAGE WELL 2.0 Conclusion As Milian prepared to create an MRD, he was confident that there were significant opportunities to make students' lives easier by improving the integration between their study habits and course materials. All he needed to do was find the best way to extract and prioritize product requirements from the stakeholder interview videos and the survey. With that thought, he grabbed his pen and paper and began to watch the first video. Authorized for use only in the course MGMT 6127 at Fanshawe Colege Laugh Use outside the Course Management Systems CMSs, such as Blackboard, served as complements to textbooks and course packs. As students came to rely more and more on the Internet and mobile devices, many institutions adopted online course management tools that allowed faculty to gather and manage electronic course materials, submit assignments, and administer assessments. By one estimate, however, students and faculty used only about 5 percent of available functionality-for example, testing and grading features were rarely used. When not all students in a course accessed the system, professors often distributed printed lecture materials in class in addition to making them available online. CMSS also did not offer textbooks for download nor did they offer a mechanism to secure copyright permissions for other course materials. PageWell PageWell was created by Mihir Choudhary as a solution to the difficulties he experienced as an EMBA student in carrying a backpack full of textbooks, course packs, notes, and other course materials as he traveled across the country and back every two weeks. He felt that there had to be a better way to store, distribute, carry, and use course materials using electronic content. Choudhary's idea quickly gained momentum. He received initial seed funding from Sequoia Capital, a leading technology venture capital firm, and founded PageWell in August 2009. PageWell's mission was to foster convenient, cost-effective, and paperless reading and writing behavior for individuals and organizations. In addition to lessening the burden of carrying hard-copy course materials, it sought to resolve the problems associated with flat data, namely its lack of centralized storage, its lack of on-demand access, and its difficulty in finding, searching, referring, and sharing key pieces of information. PageWell also wanted to help organizations reduce their paper footprint by creating, distributing, and adopting e-book technology. It was estimated that an average MBA student used 1.24 trees' worth of paper during a two-year program. Following PageWell's launch and trial at Kellogg, there was interest from other top EMBA programs at Chicago Booth, Haas-Columbia, and INSEAD. Choudhary had also established close working relationships with device manufacturers such as Sony, OnyX, Jinke, and Netronix and was working to establish relationships with publishers. Product Suite PageWell sought to address some of the drawbacks of existing methods for using course materials. Its first version, Page Well 1.0, consisted of a suite of three loosely integrated platforms Data that has only basic formatting and is not related to other data. Authorized for use only in the course MGMT 6127 at Fanshawe College taught by Nessen Ramsay from 1/1/2022 to 4/30/2022. Use outside these parameters is a copyright violation. and applications: PageWell Online, PageWell e-Reader, and PageWell Desktop (Exhibit 2). Although content was fairly consistent across platforms, there were variations in user interface (Exhibit 3) and functionality. PageWell Online was an online reading platform and centralized portal accessed via a web browser that contained all of the course readings and cases converted by PageWell. The online platform gave students the ability to highlight and annotate text (as well as tag and color-code groups of annotations) for future reference, direct a question to the professor, or initiate discussion with classmates. Printing was not available. PageWell e-Reader used Adobe Digital Edition to display course readings and cases on the PageWell-provided Sony e-Reader device in an improved format. The primary benefit of this platform was mobility and portability. PageWell e-Reader did not synchronize with PageWell Online, though the feature was under consideration for future releases. The final component of the suite, PageWell Desktop, enabled students to read course materials on their computers using Adobe Digital Edition. PageWell Desktop gave students the capability to download and store course materials locally on the computer so they could be read even without online access. Trial users of PageWell 1.0 did not receive hard copies of the course materials, but PageWell Desktop provided printing capability. Pilot Programs PageWell launched several alpha-stage pilot programs for approximately one hundred trial users in Kellogg's EMBA and MBA programs. In Professor Mohanbir Sawhney's Technology Marketing class in the MBA program, 47 of the 115 students opted to use PageWell instead of the course pack provided by XanEdu. The results of the pilot program exposed the limitations of PageWell 1.0 and suggested several potential use cases and desired functions. In particular, the lack of synchronization among the three platforms posed a stumbling block to the seamless access of course materials, and users complained about the absence of printing, note-taking, and easy navigation functions. Although this was the sort of feedback the PageWell product management team wanted, the daunting task of establishing feature set prioritization and understanding use cases presented a challenge to them. User and Stakeholder Research Following the Kellogg trial, Rudy Milian realized that penetrating the full-time program and ultimately achieving school-wide adoption was an ambitious undertaking. The full-time MBA program was not only larger than the EMBA program, its students and their behaviors were also significantly different. Unlike EMBA students, full-time students primarily lived in close proximity to the school and frequently participated in live, in-person team meetings. Without the long travel distances to and from school and the physical separation from classmates, full-time Authorized for use only in the course MGMT 6127 at Fanshawe College taught by Nessen Ramsay from 1/1/2022 to 4/30/2022. Use outside these parameters is a copyright violation.