Reflection – Mind Mapping 

 Challenge     We are making major revisions to our top - selling professional education course , which   historically has involved textbooks , some video lectures , and an online or in - person exam to   complete . Studying takes 2 to 6 weeks to take an exam and the full course , for a professional   designation , is 8 exams on different topics . Feedback from students indicates we need to   change the format to adapt to new learning needs .      Selection     A lot of work had been done prior to my joining the project .   Surveys , interviews with students   and with their employers , review of product feedback , competitive analysis , plus much more . In   addition , those involved in designing the new course and its content are very seasoned   professionals with a lot of experience in what works and what does n't . In fact , most of them had   taken at least some of our courses as students , so were very familiar with the student   experience .      For example , we think students want more online courses , fewer printed textbooks , shorter   course segments , recorded live instructor segments , audio books . We think they want more   real - life examples , but does that look like case studies , or like industry - specific topics ?     The key was to specify all the assumptions , data points , and hypotheses that were driving   decisions and be sure we agreed on what was important and how to proceed . As a market   researcher , my goal was to collect all the hypotheses and outstanding questions in a systematic   way so I could validate and/or understand them better through additional research . I decided   mind mapping was the technique to use .     Application     I started with a small group of key leaders and invited them to two meetings . The first was to lay   out what we were going to do and ask them to help . I gave them a sheet with some prompts and   categories for them to list their hypotheses and questions prior to the second meeting .     At the second , mind mapping , meeting , I had them transfer their hypotheses to sticky notes , one   to a note . This gave them a chance to review their questions , clarify them , and make sure they   had distinct ideas on separate notes . I had placed flipchart sheets on the wall with three key   topics – course content , course delivery methods , and the marketplace for the course .     Then we went around in turn , each person reading out one of their hypotheses and placing it on   the appropriate sheet . If someone had a similar one , we 'd put that one up . We discussed where   they go and if we needed more key topics .      After all the hypotheses were on the sheets , we grouped them into broad research areas –   where we need more information before we make the significant investment to make critical   changes .      Once we had the groups , we voted on what was most important – on two levels – by placing dot   stickers as votes . The first level was what we needed to know before we started making   changes and the second what we needed to know before we decided what changes to make . 

 Insight     These were all people with a lot of experience and a lot of good ideas that just were n't well   documented and effectively collected and prioritized . Not all of the ideas were well - backed with   data , not because they were bad ideas , but just that we tend to rely on anecdotes and personal   experience to prioritize things . It was a revelation to the group how much we were assuming   without proper verification .     I was also impressed by how much agreement there was on both direction and key issues that   need to be validated . Not that everyone thought the same thing , but everyone agreed where we   really needed to focus to make the best use of resources and minimize the risk of a large   undertaking .     Finally , the team was able to take a hands - on approach to defining research objectives , agree   on a research plan , and commit to the appropriate research to design the best products for our   students and our own organization .      Approach     This was a very high - level exercise . I wanted to get something on the table to help our leaders   participate in the research process , which was n't something the organization was used to . A   different approach would involve more detailed looks at these clusters of hypotheses and more   in - depth discussion of what we know and what we do n't know .     In fact , this might be just the first step and we will dive more deeply into each of the hypotheses   as we generate more research results and combine it with information we already have , such as   business metrics and targeted analysis of the success of future courses . 


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: Reflection – Mind Mapping 

 Challenge     We are making major revisions to our top - selling professional education course , which   historically has involved textbooks , some video lectures , and an online or in - person exam to   complete . Studying takes 2 to 6 weeks to take an exam and the full course , for a professional   designation , is 8 exams on different topics . Feedback from students indicates we need to   change the format to adapt to new learning needs .      Selection     A lot of work had been done prior to my joining the project .   Surveys , interviews with students   and with their employers , review of product feedback , competitive analysis , plus much more . In   addition , those involved in designing the new course and its content are very seasoned   professionals with a lot of experience in what works and what does n't . In fact , most of them had   taken at least some of our courses as students , so were very familiar with the student   experience .      For example , we think students want more online courses , fewer printed textbooks , shorter   course segments , recorded live instructor segments , audio books . We think they want more   real - life examples , but does that look like case studies , or like industry - specific topics ?     The key was to specify all the assumptions , data points , and hypotheses that were driving   decisions and be sure we agreed on what was important and how to proceed . As a market   researcher , my goal was to collect all the hypotheses and outstanding questions in a systematic   way so I could validate and/or understand them better through additional research . I decided   mind mapping was the technique to use .     Application     I started with a small group of key leaders and invited them to two meetings . The first was to lay   out what we were going to do and ask them to help . I gave them a sheet with some prompts and   categories for them to list their hypotheses and questions prior to the second meeting .     At the second , mind mapping , meeting , I had them transfer their hypotheses to sticky notes , one   to a note . This gave them a chance to review their questions , clarify them , and make sure they   had distinct ideas on separate notes . I had placed flipchart sheets on the wall with three key   topics – course content , course delivery methods , and the marketplace for the course .     Then we went around in turn , each person reading out one of their hypotheses and placing it on   the appropriate sheet . If someone had a similar one , we 'd put that one up . We discussed where   they go and if we needed more key topics .      After all the hypotheses were on the sheets , we grouped them into broad research areas –   where we need more information before we make the significant investment to make critical   changes .      Once we had the groups , we voted on what was most important – on two levels – by placing dot   stickers as votes . The first level was what we needed to know before we started making   changes and the second what we needed to know before we decided what changes to make . 

 Insight     These were all people with a lot of experience and a lot of good ideas that just were n't well   documented and effectively collected and prioritized . Not all of the ideas were well - backed with   data , not because they were bad ideas , but just that we tend to rely on anecdotes and personal   experience to prioritize things . It was a revelation to the group how much we were assuming   without proper verification .     I was also impressed by how much agreement there was on both direction and key issues that   need to be validated . Not that everyone thought the same thing , but everyone agreed where we   really needed to focus to make the best use of resources and minimize the risk of a large   undertaking .     Finally , the team was able to take a hands - on approach to defining research objectives , agree   on a research plan , and commit to the appropriate research to design the best products for our   students and our own organization .      Approach     This was a very high - level exercise . I wanted to get something on the table to help our leaders   participate in the research process , which was n't something the organization was used to . A   different approach would involve more detailed looks at these clusters of hypotheses and more   in - depth discussion of what we know and what we do n't know .     In fact , this might be just the first step and we will dive more deeply into each of the hypotheses   as we generate more research results and combine it with information we already have , such as   business metrics and targeted analysis of the success of future courses .
### Output: 