July 2017
Intermediate to advanced
256 pages
4h 15m
Japanese
Content preview from Lean UX 第2版 ―アジャイルなチームによるプロダクト開発
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36
3
章 ビジョン、フレーミング、アウトカム（成果）
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5
課題ステートメントから仮説の構築へ
当社の学習管理システム（
LMS
）は、様々な教育状況における親、学生、教師
の評価を促進するプラットフォームの提供を目的としていた。
しかし、アメリカと海外の新入生が、モバイル・ファーストまたはモバイル・オ
ンリーというマインドセットを持っていることが観察された。また、この新たな
行動モデルに対応する教育技術分野の競合スタートアップ企業が、大幅な増資を
していることも観察した。当社のプロダクトやサービスは重たく、モバイルフレ
ンドリーではないため、
LMS
への依存度の低下や使用頻度の減少により、新入
生ユーザーを失うリスクが増加している。
高校や大学生に、彼らが好むモバイル機器を通じて
LMS
をさらに使ってもらう
ようにするために、より機能が充実した魅力的なモバイルサービスを開発するに
はどうすればよいか？
3
.
5
.
1
仮説ステー ...
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I wanted to learn C and C++, but it didn't click for me until I picked up an O'Reilly book. When I went on the O’Reilly platform, I was astonished to find all the books there, plus live events and sandboxes so you could play around with the technology.Addison B.
I’ve been on the O’Reilly platform for more than eight years. I use a couple of learning platforms, but I'm on O'Reilly more than anybody else. When you're there, you start learning. I'm never disappointed.Amir M.
I'm always learning. So when I got on to O'Reilly, I was like a kid in a candy store. There are playlists. There are answers. There's on-demand training. It's worth its weight in gold, in terms of what it allows me to do.