How we built our MVP

This is the story of how we developed our MVP in less than a 2 weeks without writing a single line of code. Important: These experiments are currently undergoing and things can change. Stay tuned.

Some time ago we had an idea: Education needed to be improved. It was a bold idea... "One does not simply change education". That's why we were both excited and scared at the same time. We decided that we wanted to do things differently... Validate quickly and get users from day one.

You can read about why we decided to create rmotr.com in more detail in this other post, you'll find way more detail there. But I'll just put it in 3 simple hypothesis we had:

  • Hypothesis 1: In order to learn how to code it's fundamentally important to interact with other people. Learning how to code is not only about learning the syntax of a programming language, but also how to interact with coworkers/partners, how to get help, how to loose the fear to break things, etc...

  • Hypothesis 2: Online courses are great because they lower the entrance barrier. They're cheaper than college and physical bootcamps, you can take it from anywhere in the world, you only need a laptop, and there's flexibility regarding times. But they're fundamentally flawed because they don't provide human interaction. Human interaction is really important for different matters; but the most important one is: "keeping up the morale". Students on online courses doing it by their owns tend to drop out more than often.

  • Hypothesis 3: Remote work is here to stay. It's technologically viable. More and more companies are doing remote work and it's actually working. We can take that to education.

From those hypothesis we derived our main and fundamental one: rmotr.com would create remote courses that would combine the best from the physical and the online worlds providing a great experience between a physical bootcam-like education and a fully-online-impersonal course. To develop our MVP we'd create two courses: one really basic to teach people how to program and other one more advanced to teach Python in depth (programming experience was required). This way we could test our hypothesis with different sets of users with really different needs.

Now, if we'd have this very same idea one year before we'd start writing code to create the next big remote-learning platform, setting aside the most important facts to validate. That's why we promised ourselves to avoid writing code. This is what we did...

The MVP

The first thing we needed to tackle was the actual class. How to create a class where everyone could be part of at the same time. The obvious answer was to use Google Hangouts. It's an amazing and robust tool. At my job we've used it for daily scrum meetings for more than a year and it feels really close to a physical meeting.

We also needed an online/collaborative IDE to allow people to work together. The clear winner in this battle was cloud9. It's a great tool. Even though it has some bugs the awesomeness it provides exceeds any grief that those bugs can introduce. Plus, by using cloud9 we could avoid all the initial setup which usually is the number one reason that lowers students' morale.

Finally we also chose to use Google Drive to share files and a G+ community to drive off-line conversations for each group.

Technology was not an issue

First experiments

We needed a set of students to be part of our first experiment. We went to the right place: /r/learnprogramming. We created a post sharing our feelings and telling everybody what we were trying to do. People went absolutely CRAZY!! We got more than 500 sign ups! When we started this we just needed 5/6 students per class. We didn't know what to do with that many people!!. We knew one thing: People don't take free stuff seriously. So we had one clear goal: We wanted to be sure that people joining the course would be committed to it. We thought that people dropping out could demote the quality of the course and screw up our experiment. So we decided to put a really high barrier to accept people. We asked a bunch of questions and made them write a simple programming puzzle. Of course we knew that some people couldn't even code, but we wanted them to at least send a file with a comment saying I don't know how to solve this thing.

Less than half of the people that had originally signed up did the whole thing (questions + puzzle). That was a relieve, we guessed correctly. If someone couldn't even take the time to answer some questions, he/she would not have completed the course by any chance. We still had more than 200 students to select, so we just went one assignment at a time and did a finer selection. We were really hard with ourselves though: we decided to take the experiment to its limits. We selected people from different countries, different timezones and cultures. We knew that it'd make things harder, but it was worth trying it. We had people from the US, Australia, Latin America, Canada, Russia, Romania and the UK. We also selected young and "old" people, working guys, college students and high school students. Every combination you could imagine.

We got a small subset with about 100 students and then we did Hangouts with them. We organized them in batches with 10 students each and set calendar events with all of them. Many didn't show up, which made our job even easier. From the remaining subset that showed up and were in shape to be selected we just picked them up randomly (yes, with a Python script).

The ball started rolling

We had the "educational" part covered. Our experience in the local university was really helpful. But we still had a bunch of things to figure out. It was kind of a mystery how the first classes would turn out, we didn't know what to expect. We decided to use a really practical methodology. We'd teach the students some topic in no more than 15/20 minutes and then we'd give them a bunch of assignments to do in groups; lecture and coding, lecture and coding. The groups were selected randomly each class; that way we were sure everybody got to work with everybody in the class. Group work turned out to be awesome. The students were really happy getting their feet wet with code from class 1. Having cloud9 previously configured was really helpful because they didn't have to stop not even for 1 minute to install stuff. One thing that really impressed us was the fact that they'd help each other explaining things in different ways for classmates that didn't get it. A student that just got the concept was a better teacher than ourselves. Not because he/she knew more than us, but because they'd know how to express it in the right way. That's something that we didn't know and it was a really pleasant surprise.

Each class had homework. We'd randomly create groups and distribute the assignments that they'd have to complete for the next class. The idea was that they should find a time to get all online and work on those assignments together. This didn't turn out so well. Really few students had the motivation to push the other guys to get online and work together and it was one of the biggest bummers we had. Most of the time they'd just work on the assignments by themselves and would get online 15 minutes before class to share what they had done. Not really cool in our perspective. Certainly one thing to improve.

The results of the first batch

After 8 classes the courses were done. We sent a survey where they could tell us how was their experience with the course. We asked them different things like: overall impression, things to improve, problems they had, etc. We also asked if they'd pay for the course now that they knew what it was about. We know that it doesn't provide good validation, but most of the people said they'd pay for the course. We also had final classes where we'd say goodbye and let everybody share their feelings and impressions regarding the course and the people. This turned out to be great; some folks already enrolled for future versions and we even got one guy to help us as a mentor/teacher.

From what we could get we concluded that the courses were a complete and huge SUCCESS. All (except 1 student) loved the course. MOST of the people compared it with traditional online courses and all agreed that it was a much faster and efficient way to learn. These are some quotes we got from them:

Great experience (...) real contact with the teacher


Lots of in person attention was great for motivation and getting through hard topics.


I thought it was really great that our instructors actually went over our code line-by-line with the whole class so that everybody learned from eachother.


The list goes on. We don't want to brag too much ;)

Things to improve

We learned A LOT with that simple experiment. We got ourselves started in a matter of days, not months, it was a great experience. Of course we found things to improve and we have more hypothesis to test. The biggest thing to improve is the group work for the homework. What we've decided that for the next experiment we'll have 2 classes per week scheduled. One class will be the regular/lecture-coding class where we'd introduce new topics and the other one will be just a practical class where they'll sit together and work on the assignments 100% of the time. We'll also keep a score for each student in order to motivate them to be in class. Finally we want to introduce one big project that will be developed through the whole course: making small progress each class. One thing suggested by one of the students was to record the classes so they could watch it again to strengthen their knowledge (and also for people that might occasionally miss the class).