1. Децентрализованные автономные организации (DAO) — это организационные структуры, которые используют блокчейн, цифровые активы и связанные с ними технологии для распределения ресурсов, координации деятельности и принятия решений.

2. ДАО помогают сообществам достичь своих целей через оптимизацию менеджмента и процессов, устранение посредников. Токены ДАО позволяют держателям голосовать за изменения в организации и получать вознаграждение за участие. За счет того, что ДАО открытые и децентрализованные, информация в них распределяется более равномерно.

3. Три основные отличительные характеристики ДАО: - Использование блокчейна, цифровых активов и др. технологий - Функции распределения и координации - Децентрализованное управление

4. ДАО решают проблемы, созданные традиционными централизованными организациями. Да, централизация повышает эффективность. Однако за счет консолидации возможностей и ресурсов для принятия решений централизация может своей излишней бюрократизацией.

5. Однако ДАО также сталкиваются и с проблемами, например, операционными — рекрутинг, адаптация и управление участниками. Также у ДАО могут возникнуть сложности со связью с "внешним миром".

6. Поэтому многие ДАО пришли к структуре, когда небольшая группа управляет определенными критическими задачами организации, а затем передает решения голосованию сообщества и смарт-контрактам.

7. DAO занимаются не чем иным, как экспериментом, чтобы переосмыслить то, как мы все общаемся, сотрудничаем и творим.

• 1-pager memo. ChatGPT дается задание написать одностраничник для команды разработчиков и дизайнеров, чтобы донести до них идею проекта и ключевые особенности.

• Competitive Intelligence Summaries. Чат отлично справляется с поиском информации (кэп), поэтому ему можно делегировать любые исследования. В этом кейсе Чат просят сделать анализ конкурентов и выделить УТП продукта.

• Generating Roadmap Ideas. Похоже на первый пункт в плане задания для Чата. Нужно что-то придумать по входным условиям. Тут, например, предлагается написать идеи для стратегического развития продукта, которые лягут в основу дорожной карты.

• Generating OKRs. Чат хорошо работает с шаблонами и перекладывает информацию в таблицы. Например, если попросить Чат нагенерить OKR-ы для вашей команды из 5 человек, то он сделает и это.

• Summarizing Books. Или объяснение чего угодно в краткой и понятной форме. Это уже не только продуктовая история, ее можно использовать как для личных целей, так и в других сферах (да, обучение тут в первую очередь). Чат попросили написать краткие тезисы по книге “Zero to One” by Blake Masters and Peter Thiel в рамках продукта.

The variety of courses

I distinguish several types of courses by its format (the talk is about online courses):

• Prerecorded (we analyze the template for creating such a course further). The course is prepared in advance with all of educational materials.

• Webinar. The online format with lectures in a real time.

In addition, courses can be divided by types of work with the audience:

• Longreads. There are only textual and practical tasks. A good example of it.

• Case study. Use in training of real industry problems: analysis, discussion, design and their solution in the learning process. As an example of use - various case championships. The format will help: — get as close as possible to real working conditions — analyze personal examples of group members — solve the problem in different ways (disassemble into + and - solutions) — to arrange a discussion between the participants — develop critical thinking

• P2P. Network model of learning "student-student". Key format rules: — Everyone's experience is crucial
  — The principle of equality
  — Respect, responsibility and trust are the foundations of team relationships
  An example of the format.

Course creation steps

This algorithm is suitable for preparing prerecorded materials but the main steps are true for any other format.

The general process for creating an online Product Learning Journey Map (PLJM) course is as follows:

1/ Pre-preparation stage

This stage includes two main steps:

1. Formation the need for training

2. Search for experts and team gathering. Budget planning

The steps are divided into tasks. The solution is necessary for a qualitative transition to the next stage.

1.1/ Formation the need for training

📍 At this step the solution of these problems will help to assess the situation on the market:

1. Market analysis. What vacancies, requirements are there in the market.

2. Target audience. Definition of the portrait of TA.

3. Identification of the problem. Conduct audits of the target audience and experts.

4. Competitor analysis. What solutions to the problem already exist on the market.

5. Setting the goal of education. What exactly are we pursuing by learning?

6. Propose a solution. How can we solve the problem?

7. Determining the person responsible for the project. Selecting the PM or project leader.

📜 As a result of the stage, the following set of artifacts (documents) is created for analysis and decision making:

• Market analysis

• Analysis of competitors

• Portrait of target audience

• Project passport

1.2/ Search for experts and team gathering. Budget planning

📍 Tasks ahead of the step:

1. Search for an expert(s). Compilation of a portrait of an expert based on the goal set and the proposal received.

2. Team formation. Gathering the necessary people involved in the development of the course (experts, PM, instructional designer, producer, designer, editor, operator, developer etc.)

3. Budget calculation. Course cost calculation.

4. Labor costs. Calculation of course development costs.

5. Plan-gantt. Description of the terms and expected work on the creation of the course. Formed in a Gantt chart.

📜 Artifacts as a result:

• Budget

• Labor costs

• Gantt-plan

2/ Preparation

Preparation and its two steps:

1. Work with an expert and the formation of the course structure

2. Preparing for shooting lessons

2.1/ Work with an expert and form the course structure

📍 Tasks:

1. Setting tasks and the main idea of the course. What is the main thing we need to teach students?

2. Course Passport. How will we teach them?

3. Educational outcomes. What will they learn at the end of the course?

4. Lessons’ map. A breakdown of the program by topic of the lessons.

5. Landing page etc.

6. Formation the process of feedback and support. The process of collecting feedback from students: forms and questions.

7. Evaluation of homework. How students' test papers will be evaluated.

8. Metrics of success. Metrics for assessing the quality of content.

📜 Artifacts:

• Passport of the course

• Lessons’ map

• Landing page etc.

• Feedback forms

🎨 Program design.

Approach to the formation of the program and action plan:

1. Analysis. Market overview and niche selection. Working with an expert - conducting an interview to determine the goals and objectives of education. Carrying out CustDev, customer persona, segmentation. Analysis of competitors and formation of USP. Definition of the technical components of the course.

2. Formulation of objectives of the course. The development and selection of the main objectives of the course together with an expert. Create a top-level course structure. Correlation of tasks with the acquired skills and the final result / goal of the course.

3. Detailed development of the course program. Creation the lessons structure and each module. Description of each task (what is needed - what is required - results). Formation of the thesis program for each lesson. Definition of knowledge and skills together with an expert.

4. Writing a draft of the program. Full collection of the course program. Structuring and systematization of information (goals, tasks, skills, results by modules and lessons, methods of verification, assessment etc.).

5. Finalizing with an expert. Iterative stage. Getting feedback, editing with the course organizers team.

6. Final version.

📈 Success Metrics.

The effectiveness of the course can be assessed in the following way:

1. Collecting feedback, getting feedback. For example, a questionnaire asking if students liked the course (pros and cons of the course, comments). Here we measure COR (how many students have reached the end), student attendance, NPS (how satisfied are students with the course), CSI of individual modules (it helps to understand which parts of the course are “lagging behind”).

2. Final tests, assignments. Let's look at how successfully the student completed the course and individual modules, how quickly he completes tasks (progress in the course, number of attempts and completion time, course results and statistics).

3. Student achievement after course. Here you can see how many students found a job after the course or were promoted. Other successful cases are possible (the student successfully spoke at the conference with a course topic).

4. General results that we achieved. At the beginning of the course, we set KPIs that we wanted to achieve at the end of the course. To what extent it was fulfilled or why it was not fulfilled.

5. Numbers. Here let's look at the revenue, the number of new users (and the quality of old ones), the average bill, the number of purchases. Compare this with the previous period.

In this topic I use the course design "from the end":

The point is to go down to the most basic skill in order to paint the result by skills.

2.2/ Preparing for shooting lessons

📍 Tasks:

1. Script. Step-by-step video cropping.

2. Rehearsal with an expert. Rehearsal before filming.

3. Presentations materials etc. Presentation materials or additional files for demonstration by an expert on the set.

4. Homework. Prescribed homework for each lesson as testing stages of the material.

5. Preparing materials for the lesson. Templates, code, presentation etc.

6. Prompter. Text for the prompter.

📜 Artifacts:

• Scenario

• Presentation and other materials for the lesson

• Text for prompter

• Homework

3/ Video production

At this point, we begin to film the course lessons. It can be replaced with a webinar part or removed if the course does not contain video materials.

It has two stages:

1. Shooting lessons in accordance with the work plan

2. Post-production video

3.1/ Shooting lessons in accordance with the work plan.

📍 Tasks:

1. Script with edits. The video is filmed according to the script after which timecodes are put down for the editor.

2. Footage.

📜 Artifacts:

• Script to montage

3.2/ Post-production video.

📍 Tasks:

1. Video design. Animate the video if necessary, create a splash screen.

2. Video editing.

📜 Artifacts:

• Lesson video

📐 Criteria for well-produced courses.

⚙️ Structure. The course has a clear learning path. There is one common goal for each block or section, blocks and sections are ordered and interconnected. The course structure contains the general concept. It is good if the course has the support of a mentor.

📖 Description. You can answer the question from the course description: "What will I be able to do as a result of the course and where can I apply it?" Also, the description of the course must be honest and comprehensive, contain all the necessary information so that the client can enroll in the course and have a complete picture of it both before the course and during it.

📝 Assignments. Course assignments should be consistent with the content being taught, oriented towards practical application and test the student's acquired knowledge. They should not overload the course structure but should be consistent with its trajectory.

🎯 Content. Good content is clear, clearly stated, focused on the stated target audience and practice-oriented. It should not overload the student. After receiving the material, student can easily answer what was said in the material and what he learned new. He does not have difficulties with checking knowledge.

🌅 Picture. The course visual is a single concept. It does not distract from the assimilation of the material but complements it and makes the course more structured. Video materials are qualitatively filmed. Students do not have problems with the perception of information.

4/ Development

Here, all materials are assembled in one place on the platform or in any other form that will be available to the student.

One main step:

1. Building lessons on the platform

4.1/ Build lessons on the platform.

📍 Tasks:

1. Video. Footage.

2. Assignments. Checking tasks during the lesson and after.

3. Theory.

4. Homework.

5. Feedback. Forms of feedback after lessons.

📜 Artifacts:

• Lesson on the LMS platform

5/ Release and post-production

After students complete the lesson and course, it is very important to take content metrics in order to get the final analytics. Based on this analytics, we can make decisions on edits to improve the content in the next stream.

Contains two steps:

1. Collecting feedback and analytics

2. Editing a course

5.1/ Collecting feedback and analytics.

📍 Tasks:

1. Collection of fixed assets. Via feedback forms or CustDev.

2. Collection of analytics on passing the course. Removal of indicators of content metrics.

📜 Artifacts:

• Feedback

• Analytics by lesson, course

5.2/ Editing a course.

📍 Tasks:

• List of edits based on OS and analytics. Done as a separate table/editing system.

📜 Artifacts:

• List of edits

And the education begins…