Example Reflection – Learning Launch 

 1 .   Challenge 

 Our company decided to invest in an online education platform on financial education issues with   the intention of marketing these courses in the cooperative sector , in higher education colleges   and the general public in Colombia . 

 The technology on which the platform was assembled was revised and modernized and   additionally a pedagogical and instructional review was made to allow meeting the pedagogical   requirements of the schools . 

 Additionally , a digital marketing process was started , generating paid campaigns on Google and   Facebook in order to attract attention to the courses to potential customers and users . Contacts   were also made with some public and private schools and officials from the Bogotá and Chía   mayors . 

 However , after a year of starting the project , the commercialization had not generated the   expected results in either of the two selected market segments despite having a very good quality   product , faced with the decision to continue with the project or not . 

 2 .   Selection 

 As Stephan Naumann indicated in his lesson on Test Launches in Module 4 of the Design Thinking Course at   the University of Darden , we in the company made a business plan and analyzed it theoretically   and with the knowledge available on our part ( limited because the line was new ) and the business   partner ( whose main strength was to be the pedagogical expert ) and we launched ourselves to   execute it without previous tests . 

 However , given that the results were not occurring after more than a year of having started and   taking into account that the company was not in a position to make major investments in the   project , it was decided before aborting the project to seek a less traditional approach to refine the   business model and we found in the test launch methodology an interesting and appropriate   alternative to “ learn quickly and cheaply ” . 

 3 .   Application 

 Before deciding to use the chosen model , we had been operating the Financial Education   Courses for free in four public schools in the Municipality of Chía ( Colombia ) with a view   to publicizing the product and achieving that in 2020 it could be switched to a paid 

 modality achieving that an item was included in the budget of these schools to be able to   pay for the service . 

 Additionally , the aim was to generate referrals to other schools , thus seeking to link a   greater number of schools . However , seeing that the inclusion in the budget of this item   was not easy because the subject of financial entrepreneurship in which this course was   being included was not part of the formal curriculum and that investment decisions were   not the exclusive power of the rectors the aforementioned revision stop was made to   rethink the continuity of the model . 

 Following the methodology defined by the model , the following elements were   established : 

 • Hypothesis : There is a significant number of people and entities that need training in 

 financial education and are willing to pay for an excellent product and we have such a   product which surpasses the products available in the market to meet this need . 

 • People : Among the potential clients , the following types of people were identified : 

  Individuals interested in acquiring financial education to achieve proper and 

 responsible management of their finances and to be able to generate financial   stability and / or successfully advance in their ventures . 

  Cooperatives that within their social mission and support their associates want to 

 offer them training in financial education . 

  Higher Education Colleges that as part of their training programs must include 

 Financial Education topics to comply with the national government guidelines   aimed at increasing financial inclusion ( which in Colombia is well below developed   countries ) and improving PISA - type exam results that include such content . 

 • The need : To have a high quality financial education program which is not geared 

 towards selling you a financial product as is the case with most available programs . 

 • The idea that meets the need : The financial education program which consists of 

 three courses that cover the basic concepts required to make efficient use of financial   resources and products :    Finance from home    Finances for entrepreneurs    Technical analysis 

 • Better than current alternatives : In our review of the products offered , most are 

 shallow courses developed by financial institutions to meet a Financial Education   requirement of the Financial Superintendence and to promote the consumption of   their products . On the other hand , there is an offer of seminars that promise to   change the mentality regarding money and remain on motivational aspects and few   practical recommendations . 

 Therefore , it was decided to set up a pilot course with students from various schools ,   including public and private , some cooperatives and a representative sample of individual   users with which to test our hypothesis and the basic assumptions of the business model   described above . 

 4 .   Insight 

 As a result of applying the Learning Release Tool , our team identified our hypotheses and   assumptions and designed releases to test these assumptions . In addition , we thought   about the possible results and how they would confirm or distort our assumptions   through sprints similar to those we use in the company for software development . 

 To date , we have not yet finished redefining the product 's business model , nor are we   fully certain that we will achieve that the business idea is the successful undertaking we   want with a presence not only nationally but also internationally , but we are sure that the 

 path we are traveling is the best approach to achieve it and that if we are wrong in our   assumptions along this way we will know it as quickly and cheaply as possible . 

 5 .   Approach 

 What we have learned as a team from carrying out this exercise is that the design of new   products , especially technology , requires a less traditional approach and that Design   Thinking tools such as Launch Design allow us to mature the business idea and gaining   knowledge iteratively without incurring large capital investments that ultimately do not   generate any results after a considerable time . 

 We have decided to implement this methodology for the development of new products in   the line of innovative solutions and we are seeking to apply it also for other types of   internal change initiatives in which the level of certainty and available information is not   the most adequate to handle it with traditional tools . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Example Reflection – Learning Launch 

 1 .   Challenge 

 Our company decided to invest in an online education platform on financial education issues with   the intention of marketing these courses in the cooperative sector , in higher education colleges   and the general public in Colombia . 

 The technology on which the platform was assembled was revised and modernized and   additionally a pedagogical and instructional review was made to allow meeting the pedagogical   requirements of the schools . 

 Additionally , a digital marketing process was started , generating paid campaigns on Google and   Facebook in order to attract attention to the courses to potential customers and users . Contacts   were also made with some public and private schools and officials from the Bogotá and Chía   mayors . 

 However , after a year of starting the project , the commercialization had not generated the   expected results in either of the two selected market segments despite having a very good quality   product , faced with the decision to continue with the project or not . 

 2 .   Selection 

 As Stephan Naumann indicated in his lesson on Test Launches in Module 4 of the Design Thinking Course at   the University of Darden , we in the company made a business plan and analyzed it theoretically   and with the knowledge available on our part ( limited because the line was new ) and the business   partner ( whose main strength was to be the pedagogical expert ) and we launched ourselves to   execute it without previous tests . 

 However , given that the results were not occurring after more than a year of having started and   taking into account that the company was not in a position to make major investments in the   project , it was decided before aborting the project to seek a less traditional approach to refine the   business model and we found in the test launch methodology an interesting and appropriate   alternative to “ learn quickly and cheaply ” . 

 3 .   Application 

 Before deciding to use the chosen model , we had been operating the Financial Education   Courses for free in four public schools in the Municipality of Chía ( Colombia ) with a view   to publicizing the product and achieving that in 2020 it could be switched to a paid 

 modality achieving that an item was included in the budget of these schools to be able to   pay for the service . 

 Additionally , the aim was to generate referrals to other schools , thus seeking to link a   greater number of schools . However , seeing that the inclusion in the budget of this item   was not easy because the subject of financial entrepreneurship in which this course was   being included was not part of the formal curriculum and that investment decisions were   not the exclusive power of the rectors the aforementioned revision stop was made to   rethink the continuity of the model . 

 Following the methodology defined by the model , the following elements were   established : 

 • Hypothesis : There is a significant number of people and entities that need training in 

 financial education and are willing to pay for an excellent product and we have such a   product which surpasses the products available in the market to meet this need . 

 • People : Among the potential clients , the following types of people were identified : 

  Individuals interested in acquiring financial education to achieve proper and 

 responsible management of their finances and to be able to generate financial   stability and / or successfully advance in their ventures . 

  Cooperatives that within their social mission and support their associates want to 

 offer them training in financial education . 

  Higher Education Colleges that as part of their training programs must include 

 Financial Education topics to comply with the national government guidelines   aimed at increasing financial inclusion ( which in Colombia is well below developed   countries ) and improving PISA - type exam results that include such content . 

 • The need : To have a high quality financial education program which is not geared 

 towards selling you a financial product as is the case with most available programs . 

 • The idea that meets the need : The financial education program which consists of 

 three courses that cover the basic concepts required to make efficient use of financial   resources and products :    Finance from home    Finances for entrepreneurs    Technical analysis 

 • Better than current alternatives : In our review of the products offered , most are 

 shallow courses developed by financial institutions to meet a Financial Education   requirement of the Financial Superintendence and to promote the consumption of   their products . On the other hand , there is an offer of seminars that promise to   change the mentality regarding money and remain on motivational aspects and few   practical recommendations . 

 Therefore , it was decided to set up a pilot course with students from various schools ,   including public and private , some cooperatives and a representative sample of individual   users with which to test our hypothesis and the basic assumptions of the business model   described above . 

 4 .   Insight 

 As a result of applying the Learning Release Tool , our team identified our hypotheses and   assumptions and designed releases to test these assumptions . In addition , we thought   about the possible results and how they would confirm or distort our assumptions   through sprints similar to those we use in the company for software development . 

 To date , we have not yet finished redefining the product 's business model , nor are we   fully certain that we will achieve that the business idea is the successful undertaking we   want with a presence not only nationally but also internationally , but we are sure that the 

 path we are traveling is the best approach to achieve it and that if we are wrong in our   assumptions along this way we will know it as quickly and cheaply as possible . 

 5 .   Approach 

 What we have learned as a team from carrying out this exercise is that the design of new   products , especially technology , requires a less traditional approach and that Design   Thinking tools such as Launch Design allow us to mature the business idea and gaining   knowledge iteratively without incurring large capital investments that ultimately do not   generate any results after a considerable time . 

 We have decided to implement this methodology for the development of new products in   the line of innovative solutions and we are seeking to apply it also for other types of   internal change initiatives in which the level of certainty and available information is not   the most adequate to handle it with traditional tools .
### Output: 