Published copy. This is the verbatim working-meeting transcript with a short stretch of off-topic personal banter redacted (lines 332–337). Line numbers are preserved so external citations in Framework v2 and the ADRs still land on the correct lines.

v2 Review — Apr 15 Stakeholder Meeting Transcript

Meeting Title: Lejla / Kamran Date: Apr 15 Meeting participants: Kamran Ashrafi, Lejla

Transcript:

Them: I'm not vibing with co-work. I'm trying to get myself to adapt to it. But essentially what I did was had it go through. The analyze what. The mockup back. Sorry, it's been a very long thing. It's very late. Analyze the mockup. And kind of the. Just give me a second. My brain stopped working. So, yeah, just go through, like, all the different sections and see what's there. And then I said, okay, now that you have this knowledge, what I'm doing is I'm giving you, like, the full ramblings back end document of everything that I've documented. And can you please go over that and just kind of. Create a, like a spec document? And then the one that he created, I really didn't like. Because it was very like, okay, this list, that list.
Me: Yeah.
Them: And then I said.
Me: Strange, because why are you asking for spec document? You already have a spec. What you want is like a deviation from the spec, I guess.
Them: So you would. Compare what we already have. So what you would do, what you would want us to do is compare what we already have in terms of a spec with. The, like, the detail description of what I would like to see, like on each one.
Me: I mean, the thing that I want to know is two things is number one.
Them: Is that what you're.
Me: What needs to change? And what is a functionality that needs to happen on the back end, like in terms of a business logic that may not already be defined. Right. Now, you don't have the opportunity to go through and already see what's already defined and what's not defined. So what makes sense is for you just to mention kind of what you need on each page, which, I mean, I think you've already kind of done.
Them: Doing now? This. So this ramblings document has all of it, like, in great detail. So if you just plug this in and run, you know, the prompt, which are, like, super prompt skills. I think you'll be able to get whatever information that you need. But I just documented everything. Like I, like on.
Me: So when you did the rambling, you mentioned which page you're referring to.
Them: Yeah, yeah, yeah. So I said, like.
Me: Like students under student management. Like, you know, at the top, you have the breadcrumb.
Them: Yeah, I would say. Sorry.
Me: You know, at the top, you have the menu breadcrumb. Like, that tells you which screen you're on. You see.
Them: Yeah. So.
Me: Yeah.
Them: I know the way I would, like, refer to it was like a section, like a student management, and then the subsection is like students. So I refer to it as section and subsection. So if I like, I can just change whatever to whatever language, like, fits those. What's it called? Like, I can just change section to whatever, like the term you would want to use. To make it more understandable for cloud and subsection change to whatever it would, you know, make it more understandable.
Me: So you'll be like, okay, now I'm covering semester management.
Them: Yeah. So I would say, like, I don't know. So this is just like ramblings. Like. So I said, like, the fourth subsection on their student management that I would like to have is submissions management. It will have two views. It will have this view, which covers this. So, like, I go through the navigation fully. And explain which subsections I need under each section. I skip the ones that I don't need. For example, if I'm not, if I don't need tags. I don't mention tags.
Me: Or you don't say that I don't need tags. We can remove this.
Them: Yeah, I don't mention that.
Me: I mean, if you don't mention something, how are you going to know what to do? So you're almost like a complete spec from the ground up again instead of noticing the differences.
Them: Because I mentioned.
Me: Between what's. There.
Them: Because the thing is, the way I kind of, I wanted to capture, like, everything that I feel like I need, because sometimes it's. Like sometimes I don't need things on that exact page. I, I don't think, like the navigation makes sense from a process standpoint. So, for example, like the welcome package will not be here at all. It will be under content, under resources. Or it will be like a separate thing or, like, we don't need quizzes, we don't need, like, all of this. Or like a portion of whatever, like resources will also be found in some other place. So I'm just narrating how I envision it to look like. And I think what would ideally then be done is to compare that with the spec that we already have. And to kind of see what needs. Because sometimes, like changes are very subtle. That's why I kind of chose to go down that route. For example. If I go to, let's say. A semester management. So there is. Like the setup checklist that has, like, all of these individual, you know, like all of this. Here. And I really don't need any of this because if the process is automated, then this becomes like. What's it called? There just is no need for it. And the only real, like, configuration that actually takes, like, manual work would be, I don't know, like teacher. Assignments or, like, TA schedules, holidays and so on. So, like, those are the only things.
Me: From previous on the right side. Right?
Them: I'm sorry?
Me: You have the clone from previous on the right side. See that clone from previous video lessons? If you go down into the right. You see on the right side. Yeah.
Them: Yeah. I see that. But I, I, the way I kind of envisioned it and what I documented in this ramblings document is. That I would like that to be kind of an autopilot to be, like, automatically created with the semester. And to have to not have to go, like, through a manual process of cloning. Like all these resources. But as soon as, like, a semester is created, all of the. Content is essentially copied from, like, a master list to, like, that semester specific list. And then if anything needs to be added on a, like for that particular semester, then we added it on a semester level. So that's also documented in the Grablink. So ramblings, this document captures two things. It captures the way. Navigation makes sense to me. And the second is it captures everything that I need to be able to do and see while I'm in the admin role.
Me: Okay.
Them: For, like, 99 of the things. Some things need to be taught through, like, I need to figure out for reporting. Which reports are we using. Which reports do we need? And how to like and financial student ta reports? I have to, like, figure out who needs what and kind of Define that. So that's like, needs to be defined. But for everything else, I'm pretty much. I'm pretty much okay with, like, with the current. With what's covered in this current document.
Me: Okay, then give me. Give me the rambling document. Like I mentioned, I'd always preferred the maximum amount of detail. Rather than something that's derived. Right.
Them: Here you go. I always have, like, the funniest names for documents. And then I realized, like, but it's, it makes it very distinct.
Me: Yeah. And then. Let me think. So.
Them: It's easy to extract, like, deviation based on this document because it goes into. So it addresses every single, like, if I'm in student management and I'll say you'll go to students, you'll, if when you click on a student and go to the tab appointments, you should be seeing this, this and this. When you go to semester history, you should be seeing this, this, this listed. So it's like, as far as navigation is concerned, like, everything is documented. What I'm seeing where I'm clicking what's, you know, being discussed, what's being explored. So from that perspective, I think it should, like, it shouldn't be an issue to compare. What we already have for the mockup with the, what's it called? The only thing I didn't include is the dashboard because I still need a little bit of. Time to think what, because that's going to depend on how we do things as far as, like, payments is concerned. And how much of these things we can automate. And how much we want to take on as far as, like, app issues is concerned. Because the thing is, like, this also will introduce, like, a new process. It's kind of splitting the work between CS team and the admin team. And I have to, like, figure out a way how to navigate this to not, like, double the efforts. To figure out which, which goes where. My, like, my biggest. That can really fixate it on the idea when we launched a new app. To have, like, a small floating bug button on every single screen. That would allow people to report issues from every single screen, because we'll have. Like, you know, like a million bugs and just having, you know, a way to, to capture those bugs. And resolve them, like, within a very, like, short amount of time. I think that will help tremendously when it comes to making the app more stable and making the experience more because our current process is, okay, you have a bug. And then you have to go, like, click to the sidebar and go to support and then select, like, technical issue and then type out what you need to type out and send. So either that and then the CS team receives the issue and then they create. A, like a ticket or on github or, you know, like on click up or whatever the process is, and then, you know, the devs take a look at that in priority and then resolve that and respond to that. And then you have to, like, it's a, it's, there is a process. So what I'm thinking is for that or people have to log into their email, find, like the email that they need to be emailing and then, like, type out the subject type of the body, like explain, take screenshots, attach screenshots. So, like, the process of. Getting feedback on bugs is very. Like, just, like, requires a lot of steps. And it also. There are, like, too many people in that chain. What I'm thinking is, especially when we launch the app. Like a new. There will be, like, a ton of bugs and issues. And the sooner we.
Me: There won't be.
Them: I love your optimism. What I'm saying. But what I'm saying is, like, it's just like a natural, you know, it's, it's a natural consequence. And the sooner we can get them resolved, the sooner we can get them, you know, in front of the admin team or the dev team. The easier it's going to be for us, like in general. Because the thing is, when one student catches an issue. Like, I don't know the, some button is not working and they send in that, you know, they're the first one to catch it. Like, you know, at 1am and they send it in. If that, like, takes a day to. Be resolved or to be reported to the dev team and then to be resolved, you'll have like additional 10 emails or 20 emails coming in saying, hey, this button doesn't work. So that's, you know, but as soon as you can resolve it. Then the, like the, the 19 emails are not going to come in. Talk to me. What are you thinking?
Me: Yeah. I mean, I don't think that's a big deal. We can figure out some way to add that in later on. Once we get to that stage, right, for feedback. When we're doing the UI and the design, it might be something as simple as there's a persistent menu and then there's a feedback button as part of the menu or something. Right.
Them: Yeah.
Me: So. Yeah.
Them: I was thinking along those lines.
Me: Okay. Let me see. I didn't. Delete that. So my colleague recorded these notes on the current version of the back end mockup that we have. By going through the screens. I want you to review her notes and just see if it's clear what changes we need to make for each and every screen. I can suspect that we have and the back end operations. Does this allow us to what changes does this basically entail if we were to follow this and where are things ambiguous, where we're not sure of? You're going to have to go through this step by step. The output will have to go into a new markdown document. Put it in an appropriate folder. You may want to move this markdown file as well. Make sure you fully read the back end full ramblings markdown file before you create that plan. And you may have to iterate through different sections just so you can focus on each section or use a different sub agent for each section. If that's the way you decide to go. But think about this very carefully and discuss with me before you get started. So create the plan on how you're going to analyze this right now. And then come back to me and check before we actually start the analysis. So that'll just run in the background while we're doing it.
Them: So I am, I'm still kind of trying to get a hang of the co-work. Apart from it being. Like, you know, tied to the, like your local drive. Like what, what's the main difference between the chat and the cowork?
Me: Okay, so I'll tell you the, the main, the main thing is your computer. Okay. And what you're trying to think of, and I read this article yesterday, and it's basically saying that the folder is the agent.
Them: Er?
Me: Okay.
Them: Is the agent. Okay.
Me: Yeah. And what that means is, is that when you put things inside a folder, that is the context that the agent needs to make decisions. And the background information. So the more that you're adding into the folder and you're, like, being specific and things like that, that is what is being done. Right. So.
Them: But that's not that different from, like, a project in, like, you know, like browser based cloud or like chat cloth.
Me: It is similar. Yeah, it is very similar. But I do think there is a big difference in terms of the type of stuff putting outputs, the way it's able to manage, like, very quickly you start losing documents, things get out, it becomes unsynced, like in cloud projects, you lose artifacts, you lose different versions. When it's there on your computer in a folder, it's very clear.
Them: Oh, yeah. Yeah, yeah, yeah. That's a good point.
Me: You know?
Them: Because, like, I would sometimes go back and try to access an artifact and it just wouldn't work. Or like it wouldn't load. Or. Yeah. So that's. Yeah. Understood.
Me: Yeah. So basically, that's what it is. And what, and the way I typically do it is, is like, every time I do something, like I have a project, and so we work on something, and then there will be, like, an output folder. And, like, this will be the output. Right. So, for example, if I'm going to examine something, this goes into a folder, and then I do another project, and then I come back. When I say project, I mean, like another thing on the same thing. Like, for example, if I'm working on faith Essentials, like strategy, right, I'm gonna have everything in a reference folder, and then I'm going to examine strategy for the app, or I'm going to examine UI. So that's going to be another output folder.
Them: Okay.
Me: Right? I'm going to have all the things related to that in there. Then I'm going to do another thing, but everything is continuing to build in this one project folder. And then every time I do something, the agent has everything already in there already. Right?
Them: And also, like, you can create, like, versions.
Me: So.
Them: That are physical. Yeah. That are, like, documents that you can print later.
Me: You can add instructions, right? And then those instructions become part of that folder. So core just its biggest advantage is working in the folder. And having that, you know, and built on it. Right? Like, you can throw an excel file on PDF.
Them: Like, can you. Like, with claude chat? It can, like, sometimes I will just go and say, like, with all the, like, just use, like, all the context that you have from the previous three months of me talking to you and just, like, give me, you know, this opinion on or what whatever, like, the, the prompt is. And then it will.
Me: Has, it has that memory and it can do that.
Them: Like.
Me: Yeah.
Them: Yeah, but with, with claud workspace, it doesn't have.
Me: Yeah. Yeah.
Them: Right?
Me: I don't think it does. No. And that's a good point. I mean, that is a different kind of. It is a different way, but, like, larger kind of projects I, I do do that. You know.
Them: That makes, for me, it makes sense for, like, a larger project where you really need to kind of that, that's also an issue with me. For me with, like, flawed chat because it's. Like, like all the iterations are he treats it, like, very. Temporary. So you will, like, in the second iteration of the chat, it will, like, miss a really important detail. Oh, I feel like with co-work, because it's always kind of. Loading up, like, the same documents or whatever the context is, like, it's, it's much less to happen. And I also noticed, like, it really takes, like, a lot longer. To maybe, like, there is, like, even some. Differences in the way it works or the, you know, the algorithm, like how the algorithm works, because it really does take, like, a lot of time. I tried testing it with this. Project, seeing, like, how it's going to perform on pod chat on browser and on co-work, and it took, like, much, much longer on co-work. So it, there might be, like, some difference, like in that sense as well. Do you feel like you get more, like the output is, like, of better quality when you use cowork.
Me: To be honest, I try to use claud code most of the time. When I have things on my computer just because I prefer that interface. The good thing about cowork is that it ties in to everything really well compared, like, along with the normal claw. When I say, like, it ties into. What's it called? Like slack and notion and everything in my email.
Them: Er?
Me: So. But, yeah, generally, if it's something quick, like just, I'll write an email or that, like, just claude.ai is. The chat is easier. Right? But co-work I think we're should shine is when it comes to, like, long kind of things. So co-work was kind of made to do claude code, but for people who didn't want to deal with a terminal.
Them: Yeah.
Me: Right?
Them: Yeah, it told me that.
Me: And so it does work slower. I do feel it is a bit more thorough. I mean, I can.
Them: Or is it because I don't have a Mac? It could be.
Me: I don't know, but download git for Windows. I mean, if it says you need it, then.
Them: I don't know. Big name on. I actually do need it, like, for we have to figure out a process for, like, reporting bugs that's a little bit more automated. Like that also. Folks for reporting bugs for, like, ground flow. Because the way I do it currently, I have a template. In my, in cloud. And then I will just, like, briefly discuss, I will kind of briefly go over the template and just narrate what needs to be put where, and then it kind of come up, comes up with, like, the issue. And then I paste that into github and, like, put all the tags, all the stuff, and then put it into github. I'm thinking it could probably be done in a faster way.
Me: It sounds okay.
Them: I mean, it could probably be on debate. In a way, but no, it's like there is that level of, like, manual work that still needs to be done.
Me: I mean, you need some level of thinking behind it. Right? I mean. Yeah, like, I don't think stuff should be 100 automated. I do think it should have a little bit of thinking and then, like, the rest should go ahead.
Them: Thinking maybe, like, I can cut a few steps in there. But maybe I can't. We'll see. I'll try to figure out. So when it comes to, because I'm still kind of. Yeah, the one workflow that I wanted to kind of discuss with you. Is. Automatic enrollment. Into the next semester and automatic billing. So that is that kind of. Is also a part of that conversation regarding checkout. So I wanted us to meet before that. So what I'm thinking is. The way. We did it before is if a student graduates the level, they're automatically enrolled in the next semester and they are automatically charged for the next semester when the semester rules around. And that's fine. But, and we kind of send them, like, a few emails informing them of, you know, this will happen if you want to cancel, cancel. I'm kind of thinking of, like, changing up that process. And I kind of talked to. Leicester around possible options on, on how that could be done. And I'm thinking it would be a good idea to just have, like, a checkout. That. Like, informing them, you've graduated from the level if you want to continue or just, you know, if you want to continue and confirm your payment or change your payment method, and then it takes them to a screen that syncs with their, with, like, stripe and has, like, all the information auto filled. With the appropriate price for the next semester. And that also gives them, like, a chance to choose between, like, a monthly and a semesterly payment. And essentially, like, it's all set up in a way that they, all they need to do is click confirm payment. What do you think about that?
Me: Right now, what is it? Do they have to confirm payment?
Them: No, right now we like.
Me: They get charged automatically.
Them: This. Yeah. They get charged automatically.
Me: Right? And how many complaints do you get?
Them: About. So there, there are two different. Types of complaints. One com, the, like, we rarely get complaints of people like, oh, I didn't want to be charged. And I got charged. Like, I didn't. Respond to one of those emails. I didn't see those emails. Like, that's that complete, like a very, like, straightforward complaint of I was charged when I didn't want to continue. But what I'm picking up, like, I, you know, I've been working in CS and what I picked up is that people. Find it's this, like a significant number of people find it distasteful to be. Automatically char, like, automatically enrolled in automatically charged.
Me: What is significant number? Like, out of a class of 100, how many is a significant number?
Them: A lot of the class of 100, you'll have maybe 60% of students who actually want to continue. Let's say like 40% of those are. No, let's say 40 students are graduating and want to continue. 10 are like repeat students who want to continue. And then let's say 50 or 40 people don't want to continue. But they, out of those like 40, half of them. Are repeat students who do not get automatically charged and like half of them are students who could continue if they wanted to. And they're, they are like automatically enrolled. And so from a statistics standpoint. It would be hard to tell because even though students who want to continue and want to pay for the next semester may still find it to be like a little bit of. A little weird. Like, why are you automate because, and I think like the reason why it's weird is because there is no way for them to like cancel. Their subscription. And there's no way for them to manage their payment method and all of that. We don't have, because the thing is like we have, as we discussed like before for the NTC thing, we don't have a way for them. So they are automatically charged and there is no way for them to stop the payments unless they like email the customer service and the customer service does that manually. So it's not, it's not only like the payments, it's payments within that context of them not being able to actually stop the payments on their own. Because if I got, I don't know, I get an email from.
Me: So, I mean, I think this is something maybe we should park until after we do the app redesign, because if you have the ability to cancel the your payments and manage your own subscription up or down, then. It defeat, it, like, solves a lot of the complaints that are there. Right. And the main complaint is that it seems distasteful. But on the flip side, you have to imagine how many people just. Continue the program because that is the default. Right?
Them: Yeah, yeah, I think like the context is what's bugging me because people don't have like that. There just isn't confirmation. There is like you, the only thing you can do is like email and say, hey, I don't want to be enrolled anymore. Which isn't like a lot of work and they do get quite a bit of like.
Me: Yeah.
Them: Emails reminding them of the fact. But then again, I don't know. Like from a user user experience perspective, if you enrolled in a, let's say. Like language learning program. That was kind of app facilitated and it's like, you know, you have like modules and you finish module one and then you're informed, hey, you've got, you know, congratulations. You've been. You've graduated from module one. We've, we've automatically, we went ahead and automatically enrolled you in module two and we'll be charging your card in seven days. How would you feel about that like as a user?
Me: I don't know. I mean, it depends how initially in the, in the project it's there, how much of a buildup is there. Right? Like, if I was taking Japanese 101 and then they automatically sign me up for Japanese 102. And I completed it and I passed everything. I probably wouldn't. Mind. I would actually like, because it helps remove that decision from me. Right.
Them: Yeah, I do agree on that part.
Me: You know, so it's like deep down. I mean, I do want to learn Japanese, and this is like helping me. This is helping me. I mean. I mean, I did. I did buy Japanese thing.
Them: But.
Me: Right. So it's. Like, yeah, I wanna, I wouldn't really have an issue with it as long as I was notified. It wasn't a surprise. So that, I mean, what I hate is when I get a charge on the card. And I don't know where it came from. And why. Right. You know, as long as I know about it and I have enough time to do something and seven days is more than enough.
Them: Yeah.
Me: Especially if I'm getting more than one reminder. Then that's like, that's basically consent. Right. It's implicit consent. Like, if you're reminding me two, three times that this charge is coming up, this charge is coming up. Right.
Them: What I'm, what I'm kind of struggling is with figuring out like does it even make sense to like auto enroll people in the next stage because they've kind of. It's like, oh.
Me: And the fact that your entire program has worked on this basis up until this point. Like, I don't even get why that's a discussion. Right? So.
Them: For me, it's, it's so for.
Me: Just because it might be perceived as being distasteful. It's like. I don't know, I don't think that should be the metric by which you go by. Right? So.
Them: See like if I'm. Reading into it too much. Well, because with like, what's it called? Repeat students? They like their experience is, oh, here's a link if you want to continue. Like use this link to pay and to like re-register. I mean, it's a different for the like the assumption that they want to, I guess I'm, I'm kind of bothered by the assumption. Of like somebody wanting to continue even though they've done well. For like the assumption of somebody, you know, because repeat students get to choose. Whether or not they want to continue or not. Like retaking the same semester again. But I guess like there is a change in pricing like there needs to be like a decision on their end. So yeah, that makes sense.
Me: Okay, let me see what cloud's saying here.
Them: You want to share your screen.
Me: Yeah, sure. It worked for, like, seven, eight minutes. And I'll have permission.
Them: Give me a sec. No, no. No, it's not in here.
Me: Okay. So let's see. Is the biggest architectural ask? Effects video lessons, assignments, resources, and the data model is effectively a new top level with identity switching. Assignment criteria needs a rethink. She deferred entirely and needs a working session to Define the reporting.
Them: So for the master plus like the semester copy, that's what we discussed. I ideally want it to be done in such a way that once I upload all the videos for all the levels and everything and all the submissions. And that's like our master list of all the content that we have. And I really don't want to be the my current processes. I have to for the upcoming semester, I have to upload everything once more. The way I want to, you know, have it have a master. List. And then if any like tweaks need to be made for that semester specifically, I tweak the semester copy. But if anything.
Me: That's exactly what's there in the mock-up.
Them: There's no way for me to know it.
Me: Here. If I. Switch what I'm sharing. Okay. So in here, what this is doing is that this is separating your semester and your content. Right? Are you able to see my screen? Yeah. So basically your content is like over here is where you're, like, uploading stuff.
Them: S focusing.
Me: Right? And this only happens one time. And you have the date. Right? So this is just like your category of what's there. And then, you know, you can upload stuff or download. Things or whatever. And then these are your other resources. But when it comes to a semester, your semester gets set up one time. Right? And then your checklist. Is basically all you're doing is you're just cloning everything from the last semester. Okay?
Them: Okay, yeah, so that as a button works like clone everything from previous.
Me: Yeah, that's what, that's what it means. Right. But then what you're doing is, let's say there's a specific change. Let's say, like Yasmin gave feedback that, oh, no, you know what? This one isn't gonna work. Okay, so we have to remove this or we have to change it. So then you just have this one that you can, you can make a change on. Right. Do you get what I mean?
Them: Yeah.
Me: So this is like your semester. So it's like these are the tutorials or whatever that you have, and then maybe you're gonna, like, delete something or you're going to, you know, do something to something like maybe the quizzes are changed because, like, there might be curriculum changes that go on between semesters to semester. Right.
Them: It happens.
Me: Yeah. So that's why you have the ability to, you know, copy everything, but you also have the ability to change things on a per semester basis. But this doesn't change what's there in the content. So later on, let's say you decide to move it back. You can also just add that thing back in, or you could add new content. Right.
Them: So for me, like the reason why I kind of separated it is that this type of management, I would think would be. More logical to have within the content. Like section. Yes, but like those individual changes per semester are done within semester management. That's what I'm saying.
Me: Yeah. Because, because those are changes for a semester.
Them: Yeah, that's fine. Like if that's how, you know, if I can have that functionality there, then that's fine.
Me: Like I'm explaining the, the concept behind it. Which is that, like, one is. So this is stuff related to the semester, and then this is stuff related to the management of the content itself. But every time you do a semester, you're pulling content.
Them: Okay. Okay. Okay. Yeah, that works. Because the thing is like even when you go to content, it has like the semester filtering option.
Me: Yeah. So that, that's how you're labeling things so that it knows when it's updating. Right. But you're defining what content it is. So when you're adding a content, you're, you're, this is the information you're adding according to it. Right. So where does it fit? You know.
Them: Okay. Yeah. Makes sense.
Me: What, what's the video? Like what, you know, what's there. But then when you're actually pulling it. So, so what I mean is, is like, generally what you want to do is you want to separate concern. Right. So in other words, the reason, the issue you're having right now is that there's no separation between your content and your semester. That's why you have to re-upload everything every single time because your content isn't being managed separately. It's only being managed as a semester.
Them: Yeah.
Me: Right. So.
Them: But it's like it makes sense for us to be like on one of the tabs for semester management. If it's just going to be like, okay, because then it makes sense as a checklist as well. Because okay, like I've copied everything, I've edited what I needed to edit as far as content is concerned like I've added schedules or whatever. Like this semester is set. So like from that perspective then, you know, it's like that tab works. Like it makes sense.
Me: I mean, I guess if you do that, then all of these should be under semester management. Scheduling is all related to a semester teacher management is all related. But, like, it's broken up into separate concerns. Right? So that it's managed separately and that then your semester doesn't become overwhelming.
Them: Yeah.
Me: So your semester management.
Them: As long as I have, as long as, yeah, as long as I have an option to manage it independently, it's fine like wherever it is.
Me: Yeah. So this very specifically relates to the things of semester management, right, that you define before. Yeah. Let me go back to this. What we had here. Because. This is a bit confusing now.
Them: What do you mean?
Me: Let's see here. Okay, so based off. The comments and the feedback and the review. How clear is it on what we need to do and how the backend operations work and the front end changes that we need to make. So. Where is it? Do we have what we need or do we need further discussion or clarification? And how significant are these changes? And do the new changes require like a structural rethink of how things are organized? And the concepts and framework behind them. So this is, this is how it's like doing it, right? So it's like thinking. I don't know if you can see. Probably.
Them: Yeah, I can see. So the headline findings, the master plus semester copy like that's resolved that's all already within the symmetry setting. So that's fine communication is something that we've discussed before that we would need to be able to send like bulk emails. To students from like our back end and also to send push notifications. I've seen push notifications being. Under admin, I think like system and admin. But I would like to have like a separate section that's just for like all types of communication like automation emails. Like, you know. Like all of those like email blasts, push notifications and the what's it called? Like. Messages announcement messages that go on the announcement board in the app. So what we essentially want to do is replace the community board with like. Announcement announcement board. That's like a one way communication. And then have like student inboxes like one to one inboxes and have like, so there will be like several, you know, channels of communication. In an ideal situation.
Me: Yeah. Okay. Let me read this for a second. Most lossless call and filters, additional gender columns, mystery. Most of what falls under expands in the bucket analysis. I don't get what that means. Clear intent shave decided. Not the ux pattern. I mean, the ux pattern doesn't matter. Subscription cancel pause variance clear to four flavors. Okay, so this is clear. Master plus per semester copy pattern for content. Communication fiction design. Criteria weighted algorithm. Zoom auto upload integration.
Them: So that's also like something that a lot of manual work where every session that's recorded needs to be manually uploaded to the backend so students can have access to recordings. Of the sessions. If that can be because like the sessions are automatically recorded and uploaded to our zoom account. And if we can have like a way to automatically just load into the back end and made them available, that would be ideal.
Me: Communication becomes a new top level section.
Them: I don't like how it's talking about me. But you're being very disrespectful. Yes, those are ramblings. But still keep it.
Me: For reframings where the mental model changes content from semester owns content to global templates with.
Them: Yeah, that's really long.
Me: From scattered utilities to first class domain with order clothes and audit trail. T assignment to weighted allocation with per t parameterization.
Them: So that's all that's something that we already have like for TA assignments. What that means is that let's say you have one TA that can only take on like 10 students and you have another TA that can take on 100 students. Now let's say per the teacher assignment criteria. You have six students to distribute among those two TAs. Right? It wouldn't make sense to. You know, to like give them an equal number of students. For the one that can take like 10 students give them three and the other one give them three. The way we do it is that the decision process is weighed. So the one that can only take 10 students takes one student and then do you know the one that can take like a hundred takes maybe five students. Because you want to give like a bigger workload to the person who can take much, much more because they have, what's it called? Just because it's based on percentage. Like if this person gets like 20% of their maximum capacity and this person gets 20% their maximum capacity, then they're kind of even.
Me: Yeah, no, I understand. One second. Okay, so what's a framework that we should look at to kind of understand these changes? Because as I understand, some of them are new features. That we can build or we need to build. Some of them are deletions from the current structure that we have. And then some of these are fundamental changes in the scope or the plan. Or the structure. Is that a fair framework to look at the feedback that we're getting in the document? Or are there categories that I'm missing or other things that are there? Let's try to put it in this way so that we can get a better understanding of, of if we were to make a new spec. You know, we don't want to lose any of the benefits that we already have in the existing spec, but maybe there are fundamental changes or are there new features that build on top of the existing spec? And then those are like clarifications. Could you go through this very carefully? Document by document and sort this out. You'll have to take a holistic look and maybe read all of the documents together. Though it may not necessarily work looking at each one separately.
Them: Semester owns content issue is resolved like that's been. To not take that into consideration.
Me: That's a good point. Let me say that. Also, the semester owns content issue is kind of resolved. We discussed and, and it was cleared on why content and semester management are under two separate domains and why it's broken up that way. And also, if you have any confusion regarding anything, do refer back to the original spec documents that we have and the thinking and clarification behind it. So when you are going to tell me that something is changing, you need to be able to explain why it was done that way in the beginning. And if we're going to change something, what the follow on impact and second order impacts of this change are going to be, especially with regards to anything you deem as a fundamental structural change, things that are features that are built on top, generally those should be okay or like requirements or features. I'm not too worried about that. I think if we're just implementing those, those are fine. It's where we have like major changes in the structure or that we need to be careful about. But let's just start categorizing all the feedback that we have first. According to a framework. So right now you're going to decide the framework.
Them: I love how you talk with it like it's a person.
Me: Yeah, I mean, it has a hard job to do. Like this is. I think what I just gave it, if I gave it to a person to do, this is easily three days of work.
Them: That's amazing like what it what can be done in such a short time.
Me: Yeah. Like exactly right like that. And that's why like I know you're really worried about because of your experience about quality, but like. I just don't understand why. Like you can literally just have it work and test different scenarios for eight hours. Maybe it'll cost you 100.
Them: No, I'm just kind of I'm trying to better understand what I can like expect from different. Just, you know expectation management. And to know what I'm using if I like in what which scenarios would one thing work better than the other essentially like that's what I'm trying to understand because you're really like like yourself you're really immersed in like the whole you know the culture and like all the updates. I'm just using it for, you know, to get my tasks done. And I really haven't had like that. Much time to invest exploring. And I guess like if I get into hyper focus and it piques my interest, like I probably will. But for now I'm just using it to get tasks done and understanding like what. Works better for which scenario like that helps. So I don't have to like go through that process myself but like it's a shortcut.
Me: Yeah. So actually, did you get feedback from the TAs on the core kind of learning things for the app, the core experiences? I know the, I know you sent out the survey, but did you get a chance to discuss with them?
Them: Yeah. I. Got. Yeah we did on the on the call. So I'll be.
Me: Was that discussed first before I joined?
Them: It was discussed within. Yeah I'll send you like I have the transcript summary and I have a full transcript. Of even get the door. So I'll send you like the full transcript and like the full survey document and then I'll send you like the like the summary.
Me: Okay, because I was there for the last hour, but all of that was just around the ta scheduling and, you know, the scheduling for.
Them: Because I said yeah, but that's kind of the like we're trying to we're thinking of this as an opportunity to resolve a lot of issues that we've had. When it comes to like especially year two stuff like that one you know so like.
Me: Did you discuss at all like in terms of like the, that feedback learning loop, you know, what kind of things the students would like or would help the TAs explain.
Them: Yeah. So I included all of your questions in the survey.
Me: Yeah.
Them: Like all five of them and additionally like they are maybe like 20 other questions there.
Me: Yeah. So I read through like around five of the survey feedbacks and they were like fantastic mashallah. Like.
Them: Brother. Like the first first five ones are our best best teachers. They're really like eager to but yeah like it's just like what I wanted to capture with that survey was not only like oh do you have like a cool idea but like how are you using the app how are you using like what does your process look like? What's tedious about your process? What because the thing is like. You'll see a lot of the a lot of them mentioned like one thing that they really hate and that's also like costing us money is time clock wizard. I know it's not like a lot but like they they simply hate it and that's the only product that actually uses like time tracking. In that sense. So what I'm thinking is we could probably just have that built in on the back end as well as a form of report because the only reason why.
Me: Wizard.
Them: They forget like you you're already getting and then you're it's not working or it's like asking you to. Like log in again and you forget like the domain that you're supposed to enter, you know, go back and find the information. The thing is like you also because I was a teacher as well so you get like. They respond to like what you know submissions. So they sit down and start responding to submissions and then like a phone rings or like a mailman comes and then like that moment if you forget to press pause. You're kind of capturing like that and then you have like no idea how long it took. So what I was thinking is that we could actually. Just pull that information from the back end. So I mean there would be like scenarios that would need additional consideration. But essentially all of the live classes are what's it called like being documented like the length of the submission, the length of the feedback. Like all of that is already being documented on the back end. Why not just calculate like how much time that you know T. H, how much time it took for them. To get through their work.
Me: So for what I'm, what I'm wondering is like in person did you discuss things like having words or videos as part of the feedback.
Them: Yeah. You'll see from the transcript.
Me: Okay, great. Yeah, because there's already a lot to go by in the service. So I think, I think I could actually take a whole bunch of that and then use that. I'll probably work on that this weekend. You know, and.
Them: So as far as the app is concerned what like looking through because I didn't want to finalize it until we took a look at this. And you got a sense for how I was documenting what I was seeing. How do you want me to go about. Compiling like all the information around the app? Because I have it like in bits and pieces. But I want to make it as useful.
Me: Just, just put all the bits and pieces together without filtering it or removing stuff from it. So it's like if you, the survey feedback, you can just create an excel and then share that excel. Right? So create that Excel and then the other ones just give the transcripts. And then if you have like things that you think, or if you want to do, I mean definitely you're going to do your own analysis on it.
Them: Yeah.
Me: Right? And your own.
Them: But what I'm saying like what format do you want? Is the ramblings, is that good or like do you want it to be structured approached in a different way?
Me: What I would say is, is that for me, like I want the ramblings, like I want the transcript and I want the raw data. Right?
Them: Okay, so just said your ramblings document.
Me: Yeah, but like for yourself, if you're extracting insights that you believe are important that you want or you want to use all of this data to create something that you think is really important, right, in terms of priorities and what you believe should be there or how it should be ordered or how to think about it, like, not like a summary document, but like an insight document. Do you get what I mean?
Them: Okay.
Me: So you can definitely, you should definitely create that and then share that as well.
Them: Okay.
Me: Do you get what I mean?
Them: Yeah.
Me: So like all the reference information is there, but like your analysis and thoughts are also there that, that you think. But if you don't have time, then just give the thing like, I mean, don't. You know, don't. Like be like, oh, I'll send it to you. And then like three weeks later, you're like, oh, I just need to do something. It's like, you know, if you have.
Them: Ramblings are okay with like all the additional documents that we have like from Yasmin and from the TAs. Like if that's all okay to send as is. And if that's like you prefer to work with that. Like I'll have that by tomorrow morning inshallah.
Me: No, I do prefer to work with that. But at the same time, if you want to like make something or you have an idea or something that you want to put together, then by all means, like go ahead and do that. Because what will happen.
Them: I think for my sake I have a pretty good understanding of what I need and what I want to see as far as like both the app from the like TA side year one and year two student side is concerned because I've been a student, I've been a teacher. And like I've been admin so I know. Like I faced every issue that all of those categories of, you know, users have had issues as a as a student I had issues like limitations as a teacher, as a, you know, you just see I've lived it. So from my perspective I really have clarity in what I want to see and what I don't want to see. So as far as like insight is concerned, I feel like rambling just get me hyped up. And then like all those like little things start coming to me. And I really like whisper using whisper flow because I am a verbal processing person. And when I talk about things like I get more clarity and I'm able to better like articulate what is going on and like what my perception is of whatever the problem is. So talking actually really helps. So from that perspective, yeah. Like having just ramblings are for me like that's the. That's something that I like to work with as well because then I just like put it into cloth and say, hey, can you extract this or extract that from, you know. This transcript and it does a really good job.
Me: Yeah. Okay, so let's, let's see this. So this is basically the output that it did right now. And I asked it to do that categorization framework. According to the evaluated architecture of the spec, that is correct. In category candidate a. Yeah, this is talking about how it was selected before. So now the framework five categories intact. So category a is refinements. Category B is additive features.
Them: This was a small features.
Me: Yeah. Category C is replacement slash reframings. Okay. And then category D are structural additions. So communication category is deferred. And then back in bound. So basically. This is from the earlier one. We don't care about that. Three categorization by domain. So now this is listing. The changes that you mentioned for each section according to the category. Okay. This is actually exactly what I wanted, right? So this tells me that based off your feedback, which category does most of it fall out? You get what I mean? So most of it is like refinement. So all of these are fine. Like these are not much to do. Additive feature.
Them: Would it be useful? The only thing we haven't accounted for is that if something is not mentioned. Then it shouldn't be included. For example the tags subsection. I didn't mention it in my.
Me: I mean, so usually if you're going to, I mean, I think for future reviews, if something is going to be like deleted or you don't want it, then just, just mention that this isn't needed or this will be deleted. Right.
Them: Delete part is mostly for like subsections because some of them are swapped for something else. Some of them are not needed at all. So like from that perspective. It but yeah.
Me: Yeah. Rather than remaining silent, like actually saying your thoughts out loud makes it very clear, right? Because then there's no assumption behind it. So because we're trying to decipher your thoughts, right? So with something as silent like that. That doesn't necessarily tell you what it is. But I mean, this is, this is kind of like what. I'm looking for just to put sense to. To what's there. Right. So. I mean, what I want you to do is just review this right now and see if it makes sense to you as well.
Them: I see that what's let me see.
Me: So category B additive features admin notes tab. Yeah, that makes sense submission management 48 hour.
Them: A structural auditions would be new threat registration tracker subsection. And also structural additions would be adding like the whole communication thing. Like the communication section. So not mentioning it anywhere. Like that's a huge it's a huge.
Me: So we'll see this is talking about 3.1 right now student.
Them: Oh sorry student management. Sorry.
Me: Yeah. So appointment count. So ambiguities. Recent credentials, unfailed sign up. Appointment display. Okay.
Them: We have to figure out what constitutes.
Me: Yeah. So now in semester management. Semesters list. More prominent auto transition button. Set of checklists. Additive features, onboarding support tab. Telegram, WhatsApp. Okay. Yeah, that's okay. So category C, which is end checklist in place of closed workflow. Okay, that's fine. I mean, we could figure that out. Okay, so this looks okay. Inside of lesson clone from previous. Content.
Them: Already covered in the.
Me: Yeah. So then we have scheduling here. Which is just refinements, teacher field on create form. So I mean these ones we don't really worry about. Category B, we don't really worry about additive features are fine. We can take care of those. Teacher management category a. And B is fine replacement. So I guess the main section is five. Actually. So if most things are category A or B, we don't care. Okay, so there's a whole section in category C and D and I group them together, which is good because that should be the way it goes. What the white was designed that way. Second order impacts. Okay, so new semester registration tracker. A dedicated subsection under student management. List both returning a new student enrolling in the upcoming semester. Columns include. Enrollment date first assessment date. Filter level zero students without first assignment. And then so what the spec does. Promoted students already shows promoted students. Semester hub enrollment tab. The redesign consolidates. So this is a little bit technical. I'm gonna have to figure this out a live list view optimized for the registration window, not the semester context.
Them: So exactly. So I mean this could potentially be under reports as well. But it's basically allowing me to view what's happening with our student body. How many new students are we getting. So it's a very like. It's it's allowing me to instead of like filtering out all the students from like a general student list. To see which students are enrolling in the new semester. How many repeats are we getting, how many who's canceling like how many students are canceling just to kind of have like a live view of what's happening with our student body as a new semester you know is active. So that would be that could also potentially be under reports. As a form of like keeping track of like the student body for the new semester. But this is very much. A registration period specific.
Me: Yeah. Also it's recommending to put under semester hub enrollment. Okay. Appointment count column on student list. For mastery course students the number of meetings and number one to one appointments. So this is for the students. You want to see huh?
Them: Yeah. So let's say you have a mastery student and you see that in there so it's it's a good way to like flag an issue. If you see there's the mastery student and they booked like zero appointments so far and like week three. Then you that kind of is a signal of maybe this person something's happening with them.
Me: Okay so that's for 4.2. Let's look at 4.3. Semester and checklist. A single flat checklist with default items and ability to add custom items parallel and structure to the start checklist. So what the spec currently does is a five step gated workflow where you review end of. Assessments. Confirm promotions. Bulk payment setup. Handle levers. And then verify.
Them: This can also be done this way, but like. I'm not too convinced of like all these steps that are being proposed.
Me: Yeah those steps by the way came from you describing what you do. Right.
Them: Yeah, but the thing is okay review eosc assessments. So this could be. Automatic. So there is a change that I put that essentially says. In the semester setup we set up the end date for uscs. So after that like it automatically closes. Submissions. And when that trigger is triggered all of the EOCs that have been left ungraded. Are not going to be like looked at anymore. So like this could be. Like I'm kind of struggling like what the criteria is to. Mark review EOC assessment as completed because not all UCSS or actually get marked currently. Because they send them out of the submission window.
Me: Yeah, but I thought the reason why you have this is so that you can follow up with tas to tell them to talk to their students and complete stuff that's outstanding.
Them: Yes but still you people will be sending stuff. Like you can't stop people from sending stuff like two days after. So like. That. But with if like the other safeguard against this behavior is put in place meaning that there is an exact date and time when submissions are locked and nobody can submit after that point that would then. Count towards that first step. Because let's say your last day of submission is Monday and all of you see that are turned in by Monday. When the system log submissions. Everything that's been turned in by Monday will be reviewed in the next two days by Wednesday and on Wednesday it's safe to assume that everything was reviewed, that was sent in and that would count towards like all of the EOCs being reviewed. But I felt like it was very vague. Like in terms of defining what would constitute us finishing like EOC reviews.
Me: So in a review that's what I would hope you would define so that then the backend logic could be coded in.
Them: Well that is mostly dependent on how we do other things like the submission locking and everything else. So that that's the only that's kind of the only concern because what I've also kind of set up I would love for to happen or to have as an option is to manually. Switch a submission from one tier to another. So if I'm seeing that for whatever reason like a person isn't getting to their submissions, I would then take and you know switch their submission to somebody else who can get to their EOC within like the time limit. It's hard to figure out without knowing if we can implement other things because they're kind of interdependent.
Me: Yeah, so do you agree with option a or no not really?
Them: I mean we can keep it and see like how we want to go about it. S not the terminology that's confusing me. It's like defining completion, I guess like that.
Me: Understand where this came from right with regards to.
Them: No I understand.
Me: Your previous comment on like you know not doing payments for people who like haven't completed the semester who haven't done this and who haven't done the different.
Them: Yeah. But where I need clarity where I need clarity can you scroll up to the list. Okay. So let's see review eoc assessments. What would constitute this being completed? And would this be automatic? So what would constitute this step or this? Well yeah what's it called workflow close workflow this close workflow item to be crossed off as completed. What. Would constitute as that being done?
Me: You to tell us man.
Them: But no like I'm asking like is it is it an automatic thing? Like does it go through all.
Me: It can be. So. I'll show you.
Them: Just for you to. Tell.
Me: Right so it's like. So the way the way it is right now. Is you have you have this right and so the point is whatever criteria you set it's going to show you what meets the criteria and what doesn't and so the purpose is not for us to define what meets the credit. I mean that's for you to define right the purpose of this workflow is that you can see quickly whether everything is or isn't okay and what's outstanding like who are the students that are outstanding and then you go and resolve those things and then as soon as those things are done then you more complete. Right? Do you get what I mean and then you move on to the next part so you see the promotions you see if somebody's continuing not continuing what did they like they'll be getting the emails already are they are they gonna do it or not do it you know and then you'll see everyone here and then if you're okay with everything youg just continue if not you're gonna know okay reach out to this student reach out to this student confirm this student or ask this student you know do you want to stay do you not want to stay or I'll just reach out to them later and then you know do complete right and then you've got your like bulk payment setup so now you know okay who's who are the people.
Them: But that's also like. That's exactly what I'm kind of this what what I'm trying to refer like it's from a. Operational standpoint for us that's what we need to do in order to close the semester. But it's for our current way that we do things that's very messy. So you will have, say for example if I currently with our current system say okay all EOC assignments have to be graded like everything that came in has to be graded and that would constitute a success. We don't actually have that currently as a, you know, because sometimes people will like we will get to the like two days after we're closing off the like starting our like closing workflow and then somebody will send in an EOC just because they can. And that wouldn't constitute as. You know us. Resolving all of the EOCs.
Me: Okay.
Them: Or the promotions. So confirming promotions is. We're doing things manually. And I'm hoping we don't. Do things manually anymore. So for me confirming promotions. There would be no need to have that as an item because that's already being taken care of automatically. I don't even have to think about it.
Me: So so we'll do this one as then we'll remove the gated workflow for 4.3 and then do a checklist and then you're gonna have to define what automatic means right like. Youe know so whatever you need we would have to define what what you need and what automatic means and then we just go according to that right.
Them: Okay.
Me: And then I think I think that's most of it like there's only there aren't that many more.
Them: The communication part is really like that's the most.
Me: Well let's see here assignment criteria rules engine.
Them: Can you.
Me: Versus matrix. Per t semester configuration of capacity level specialization new versus returning routing plus a weighted distribution algorithm F1TA can take another can take. 50 split one to five what the spec currently does is just a generic thing okay why was design.
Them: That way.
Me: Rules with me. Two paradigms side by side. A small set of numbered rules. Drop the generic rules. More exotic rule types time proximity she didn't mention and may not want proxy.
Them: Yeah, we don't want no no.
Me: Render okay so that's okay I mean 4.4 is fine that's not that big of a change so 4.5 communication as a ninth top level domain category a dedicated communication section in the sidebar with subsections. Push notifications announcement ports private messaging communication logs with the spec currently does is semester management email management admin system notifications and pushes and then admin system issue queue. Non-blast no announcement no private messaging no logs no identity. Emails are semester sculpt emails. That are sent on schedule so it's part of semester management. Notifications are operational tools. Bi-directional isn't part of the card scope okay. Do you get that? Bidirectional I don't know yeah that's interesting.
Them: One thing we were discussing in the meeting with our TAs adding a one to one communication would be like an ideal way to go. So instead of because currently we have like a community board what they call it essentially like. And it's really not like it's.
Me: Yeah no no I understand so one-to-one communication the only thing is is that is that one-to-one communication like a general chat or is that specific because right now the one-to-one communications are in the context of your feedback for your lessons right so it's part of like the lesson to and fro if you open up a general chat what people just start messaging about.
Them: We discussed that and we decided to take the risk.
Me: Okay okay.
Them: So that was decided.
Me: Clarify stuff a lot yeah.
Them: We had like a long discussion on that call because my worry was that exactly and that's why I was kind of hesitant to even mention it. But a lot of times students want to have kind of that access to their teacher especially like students who are enrolling in the essentials program like levels one to four. Because like for. Some most teachers that we have for levels one to four that reply to submissions. Don't actually host classes. So like the only contact contact you have with your teacher. That you're trying to kind of bond with and everything. Is through those like voice messages. And then you don't see them in live class. There is like no additional interaction. You can send like a comment beneath the submission, but that's very like. I don't know it's just not the best experience. But if you know students have like an inbox that they could reach their teacher through like that I think that would be. It would just kind of if they are the because it would also give us so the reason why it's it mentioned. Identity switching or whatever the term was. Is that we may want to like if we see a student is behind. We may want to switch to like ask their teachers hey do you want us to send them a message like what's up you know do you need any help like Kevin see like you haven't submitted so just to kind of create that more like personal connection. Where a student feels like they are being contacted by their teacher. I mean a teacher can do that. But also like we can do that on behalf of the teacher. Just send like a check in.
Me: For that one rather than like sending it on their behalf it could just be like an automated system for teachers to send reminders and follow ups right and and that way like it's it's it's kind of done under the guide of the teacher so it's not like someone is sending something in their name it's just the system is updating it and it's part of it right what do you think?
Them: Message. The only reason why I'm kind of leaning more towards. The. Like the impression that somebody is sending it. Is because when you feel like it's an automated message, it just doesn't feel personal. You don't really feel like the need to respond. I remember.
Me: Or maybe you can predraft messages for teachers and they can just hit send.
Them: Yeah that can also be like an option. I mean this isn't like a critical it's really not like a critical feature by any means but I just thought it would be nice to have like that to alleviate like work because we some of our TAs actually take on like 100 students. So like if you need to send like 50 messages that week like that can get a little bit tedious.
Me: Yeah because I'm really thinking of like you know like if you're falling behind like how sister would you would make like a plan and then message the students and like oh encourage them you can catch up so I think.
Them: I'm thinking like. They will not receive those emails like in that format, but I'm also thinking like when your teacher messages you personally it's just a different, you know from like accountability from like.
Me: Yeah. What's the theme your teacher can email you and message you the same right?
Them: Oh yeah I mean yes but I again like that message is does read more personal. And if it's just like an automated message sent from like admin.
Me: Now what I'm talking about is an email from your ta.
Them: Yeah that can also.
Me: And a message from your ta it's just that the work of the research is being done by. Claude in the back end or something right.
Them: Yeah.
Me: So they're going through and they're like oh you're two weeks behind you can catch up by doing this this and this right. So I think that covers all of it.
Them: One really important thing about like the communication piece is like sending those like emails to. All the students or whatever like because we don't currently have that as an option at all. You have to like manually send students, you know, and you were like limited to how many emails you can send. From like the gmail account because you don't want your, you know, domain to get in trouble. And like that is really like critical because then, you know, it just allows us to actually send out emails in an effect in an efficient way. Without like having to compromise our domain.
Me: And how do you select which students you want to message in bulk you'll probably want some sort of filtering then of the students right.
Them: Yeah, it's mentioned there. So filtering can be either by gender. So like you could have multiple layers of filters. So you can filter by gender level mastery course. I think I didn't put in like teacher because that usually doesn't make sense. But what else? But another thing that I would like to be able to do is to actually just select. The emails from the people that I want to because there is something like a handful of students who like don't match all of the criteria. For like a handful of students.
Me: Sister Leila that is what claude has already thought of before because you already have a screen where you can filter all of your students by their semester by their level by their gender by their status and then once you have that list then you can do things with them. Right. Get what I mean? So I guess all you could do over here like right now just says deactivate.
Them: No, no, no, I know, I know we were talking about like sending out emails currently.
Me: Yeah.
Them: Right?
Me: So I guess you'd build another thing similar to that then enter communication another filtering thing but it becomes like a redundant. Like redundant concern. Right.
Them: The way I was kind of thinking about it, if you go to report, no, sorry administ system. And there is notifications. So you see you can send a notification but then instead of. Like the way we figure out who to send notification to. We would just like put tags like level two mail, I don't know like whatever like the tag is. And it will filter out like all the students based on that. So I was kind of thinking of doing it more like through tags. But like whatever works and whatever makes sense is, you know, within our architecture like that also. I don't mind like filtering. Through stuff.
Me: Youe know look hard to think about it.
Them: There are scenarios where I need to like email like 50 random students that don't have like any like, I mean some of them have in common, but like all 50 don't have anything in common. Let's say you have 50 people who had like a very specific glitch with their payment. And they're not like tied by gear, by level by teacher. Like there is no like correlation between like their academic profile and they're like the glitch that happened. So I would want to be able to select like specific students were affected by the glitch. Essentially taking that list from somewhere else. Let's say, I don't know failed signups or whatever like the list would be and then just take a list of those students and like. Send it to those email addresses without like having to have a digital context.
Me: Yeah. Okay one question right now the TAs are they using the student app. Like the same one but they have their own.
Them: Yeah, they're using the same one and when they log in with their credentials, it's a different interface.
Me: Okay. I see okay cool. And how many tas are there in total like 25 or something right.
Them: Now we have 17 like we have a pool of like 16 teas that are usually active each semester.
Me: Okay. Okay cool. And. I think I think this is really good for the back end I think this should kind of cover it along with your comments and this document the framework document so what I'm going to do is is like all the clarifications that you gave right now I'm going to take from the transcript and then I'm going to basically put through and it's going to. Basically take this framework document and it's going to take your clarifications and then it's going to essentially make another framework document which will be like framework version two and then that framework document is going to become the basis of the version two for the admin mockup so then.
Them: Okay, I only have like one thing that we might want to do before just to address like those. Subsections that I didn't address like the tags and such. So maybe just ask claude like some of these subsections aren't even, you know, addressed like tags and operations. And like well compacted.
Me: There's stuff you want to like you don't want at all.
Them: Tags. I don't know like I would need.
Me: You told me you want to tags for emails and then now you're saying you don't want tags.
Them: Tags in terms of like just. Play with me.
Me: Literally contradicting yourself.
Them: No, but like what's the. Like do we need a tag management? That's all like can tags be done automatically? Do I need like a subsection for it?
Me: If you want tags then it comes down to the feature you want if you want tags and you want to be able to create tags and you need a section where you can select students filter them create tags apply tags remove tags right like do lists and then you can.
Them: That's my question. You know what I think like just getting this like using these feedback to create a version two and then going back and seeing like if there is like any. Because the thing is like for example with let's go to like billing and payments. The way I kind of suggested I like it structured is. For like payment underpayment plans to have. I'm trying to plug family plans and scholarship. Like I proposed a little bit of a different. Way of like rearranging things. But I don't mind like even what we already have. So like that's fine. But I would.
Me: Say generally if what's more important than like specific changes is the thinking behind it right so the value a lot of the value comes like if you're if you want to change the plans I guess it's like okay when you look at it what do you see as the issue what do you want to change right and why. So so that because then you can let. Claude kind of figure out like a larger thing so for example like you earlier said that oh you know you want tags for when you email and then when you communicate and then when you can do that so you don't actually need to go through and say delete tags like the fact that you said you've wanted tags for some sort of communication then cloud will figure out that okay I need to add tags somewhere where should it go should it go under student management should it go under like you know in some other section right because I need to figure this out right.
Them: Yeah. In that case I would maybe just prompt it to kind of go over.
Me: So.
Them: Like compare and see where there might be overlap between what I'm saying and what our current.
Me: That's that's what this entire document is.
Them: Like. It is but like it's not mentioning, I don't know. It just leaves tags as is. I'm sorry to kind of say okay if a thing hasn't been mentioned, for example like tags. Then just like bring that up as a separate thing. Say this wasn't mentioned it wasn't addressed. Because everything that I wanted to have in there is addressed and everything. That I wanted removed was addressed. But the thing from like the feature perspective within the subsection. But I'm thinking like. For example if tags weren't even addressed. Would that. Like probably just keep them as is. Right.
Me: I don't know we would we could do another review and see what should be removed and if it's not being used and we could remove it but if it is being used then we should keep it right.
Them: Yeah, so I would say like let's just go with this.
Me: Yeah.
Them: With this iteration and see what because the thing is like. There might be like what I'm saying is there might be overlap because if I'm saying like I need I don't know scholarships under payment. What's it called like payment plans? And then we already have like a dedicated subsection that's just scholarships then there might be like you know. The same thing kind of happening. Yeah but like this is grouping like scholarships and deferments. And I think like I suggested something at other but I would rather just you know have claude figure it out.
Me: Did you did you walk through this section and clearly explain your what you did okay.
Them: Yeah yeah yeah.
Me: I don't think I saw it here.
Them: Billing and payment?
Me: Yeah pretty minor category refinement family plans.
Them: 37.
Me: Family member per member discount percent field okay family plans. Yeah payment plans group presentation okay so you want these all grouped together right under. Parent.
Them: Yeah that was like one suggestion.
Me: So all you do is just move family scholarships and discounts all under payment plans. I mean I wouldn't move discounts under payment plans but it's up to you coupons are fundamentally different category than payment plans.
Them: Yeah. I think I have coupons like separate.
Me: No. You put this.
Them: No no no there.
Me: Subscription cancel variance on student detail verify all four variants. Are in the UI most are already in stripe okay verify. Yeah so you don't you know you don't have a lot actually there's not much.
Them: Really isn't.
Me: Yeah.
Them: I really like the way like it's so well thought through and like the more I got into like the nitty gritty and just like all the details. I was I was really surprised how well. From just like from a logic perspective it showed things that needed to be. Grouped together really.
Me: Every single screen you see went through six iterations.
Them: You know. And it shows.
Me: It worked for five and a half hours straight.
Them: And it shows.
Me: Yeah so basically I kept on hitting limit every couple of hours and I would just say continue and then I would say continue. Because it would hit the limit after like two hours right. So it worked for five and a half hours but not all at one time.
Them: I can do that I don't have a Mac sorry brother Kamran.
Me: Well you can do that on windows too but I'm just saying like like that's what I mean and like the the way these guys work and everything is like I just don't understand why they don't do this like you could do this for anything like the first time you got it even though the spec was there they don't even believe in specs they just want to discuss things. You know like. It's just drives me nuts man it's like drives me nuts I'm always.
Them: It have to it has to have like patience people need space and time to grow.
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Me: Yeah okay. So so yeah let me let me do this then and get back to you.
Them: Okay and then I'll send you the ramblings and the documents for the.
Me: Let's call it transcript.
Them: App. I don't get my feelings hurt for things unless Claude says it's ramblings then I'm like genuinely offended I was like. No I'll I'll get you the transcript.
Me: Okay.
Them: So we're in agreement about like the automatic enrollment thing. That's good. The only one other thing that I wanted your input when it comes to like. How to handle so there are like some workflows that I'm still kind of struggling to figure out how to handle for example people repeating the semester.
Me: So sorry I just remembered I have a doctor's appointment I got to go to. Yeah okay.
Them: Take care thank you so much.
Me: Okay