In the video, 'Oppida talks: a product mindset', Bianca likens the creation of the fixed components of a course to a factory production line, with different team members producing different parts, each contributing their skills and knowledge, until the whole course is assembled. But an online course is a very different thing from the model T Ford that came rolling off the end of the first production line. What else can we learn by extending the metaphor—what does a product mindset bring to online course creation?
First, with this approach, we understand that the quality of the ‘product’ is derived directly from the quality of the inputs—in this case, a team carefully curated for knowledge and skills, with a clear understanding of the roles played by each team member. At Oppida, we call it our Online Course Development A-Team, and you can read about how we put it together here.
Referring to a product mindset is a way of distinguishing this approach from the more conventional project-based approach—build it then forget about it—or the organisational silo approach—build it and let someone else figure out how to make it digital. A product mindset means an integrated and iterative approach to online course creation.
In writing about setting the stage for digital engagement in universities, former Harvard chief digital officer Perry Hewitt advocated a product mindset, noting that a product:
has an owner with vision, operational responsibility, and awareness of the landscape; may have a roadmap that’s user-driven rather than vendor-driven; and has a lifecycle, which sometimes includes an end-of-life to make way for a new product. (2014)
A product mindset then is one which prioritises value to the user—in the education context, it’s learner-centred, driven by the needs of the student and what they can get out of it. As product management expert Mike Edmonds says, “a product must be designed to solve a core customer need/business problem, then put in front of the people who will use it so that it can iterate and evolve over time.”(2015) Both Hewitt and Edmonds see a product as something that’s iterative, rather than once-and-done. And the education product should come with continuing support: it has a lifecycle with ongoing development.
Finally, a digital education product has to be viable. Agile proponent Julee Everett (2020) defines viable as:
Put all of these elements together on your production line, and it won’t be a model T Ford that rolls off at the end—it will be an effective, high quality online course.
Edmonds, Mike. ‘How to launch impactful digital products efficiently’. 2015
Everett, Julie. ‘The Product Mindset Manifesto’. 2020
Hewitt, Perry. ‘Setting the Stage for Digital Engagement: A Five-Step Approach’, Educause Review. 2014