FDPM1AP15-CC Agile Product Management with Jira

FDPM1AP15-CC Agile Product Management with Jira

  • Course description
    • Course code
      FDPM1AP15-CC
    • Level of study
      5.1
    • Program of study
      Digital Marketing
    • Credits
      15
    • Course coordinator
      Michael John Phillip
Teaching term(s)
2025 Spring
About the Single Course

This course equips students with essential skills and knowledge to sustain, enhance, and innovate digital product offerings. As a digital product manager, effectively managing existing features and driving new feature development are critical to achieving product success and long-term market retention. Students gain a comprehensive understanding of ideation methods, prototyping techniques, and creative strategies to stimulate innovation, ensuring alignment with strategic goals and user needs.

A core focus of the course is adopting a lean/agile mindset characterized by the iterative process of build, measure, learn, and repeat. Students learn how to identify gaps in a product, craft strategies to address unmet user needs, and create roadmaps for product improvement. Techniques for gathering user feedback, hypothesis testing, and experimentation help students refine concepts and validate feature ideas rapidly.

Prototyping and user testing are central components of the course, enabling students to visualize and assess new ideas effectively. Additionally, students learn how to prioritize features based on strategy, manage product backlogs, and prevent scope creep, ensuring projects are delivered on time and within budget. Emphasis is placed on leveraging data-driven methodologies to measure feature success and align outcomes with organizational objectives.

The course also builds essential skills in communication and stakeholder engagement. Students learn to articulate their vision, pitch feature ideas, and foster alignment within cross-functional teams, cultivating a culture of continuous improvement. Storytelling and strategies for promoting new features to target audiences are explored to maximize impact and adoption.

By analyzing the strengths, weaknesses, and life cycles of digital products, students develop adaptive strategies for maintaining market relevance. Through hands-on applications and real-world scenarios, this course prepares students to effectively innovate, lead, and deliver value in dynamic digital product environments.

Course Learning Outcomes

The Norwegian Qualifications Framework for lifelong learning (NQF) defines the levels of qualifications in the Norwegian educational system. These levels describe what a learner knows, understands, and can do as a result of a learning process. Categories in NQF are defined as:

Knowledge: Understanding theories, facts, principles, procedures in the discipline, subject area and/or occupation.
Skills: Ability to utilise knowledge to solve problems or tasks (cognitive, practical, creative and communication skills).
General Competence: Ability to independently utilise knowledge and skills in different situations.

After graduation from this course, students have acquired the following learning outcomes:

Learning outcomes - Knowledge

The candidate:

  • has knowledge of central principles and methods used for ideation, prototyping and testing, when improving features on existing products.
  • has knowledge of scoping techniques to define and manage feature development projects.
  • has knowledge of tools for prioritising ideas when developing a product strategy.
  • has knowledge of how to identify assumptions and test hypotheses in new feature development.
  • has knowledge of different prototyping and user testing techniques for new features.
  • understands central principles for prioritising new features, based on strategic alignment with user needs and an organisation’s overall goals and objectives.
  • understands the lean/agile mindset, including the principles of build, measure, learn, and repeat.
  • understands the purpose of a product backlog in the context of digital product management.
  • understands the importance of identifying and testing underlying assumptions in order to mitigate risk.
  • understands how to analyse and validate the outcomes of feature enhancements.
  • has knowledge of strategies for promoting new product features.
  • has knowledge of how to identify the current position of a product in its life-cycle, and map its potential retention and further development accordingly.  
Learning outcomes - Skills

The candidate:

  • can apply different ideation methods to generate ideas, concepts and solutions, when managing existing features.
  • can scope and define project boundaries.
  • can create prototypes to visualise, test and iterate on ideas.
  • can assess a product’s strengths and weaknesses, and recommend feature improvement in alignment with the product’s value proposition.
  • can create a cohesive product roadmap aligned with user needs, and the overarching product and business strategies.
  • can develop and maintain a product backlog for feature implementation.
  • can update value propositions and refine product strategies when improving existing features.
  • can apply tools for identifying and testing underlying assumptions to mitigate risk.
  • can analyse and validate the outcomes of suggested feature enhancements.
  • can establish a culture of continuous improvement within a digital product management team.
  • masters the art of communicating with diverse stakeholders to ensure continuous product improvement.
  • can identify the current position of a product in its life-cycle and convey its significance accurately.
  • can identify unserved user needs for new features.
  • can navigate within the product life cycle and adapt strategies accordingly.
  • can develop clear project scopes and manage the project accordingly, throughout the development phase.
  • can apply techniques to align feature development with strategic objectives.
  • can conduct user research to identify unserved user needs to be met by new features.
  • can apply various ideation methods in new feature development.
  • can develop and test hypotheses to validate feature concepts.
  • can create prototypes and conduct user testing to refine features.
  • can analyse data to estimate the expected impact of a new feature before implementation.
  • masters the art of pitching feature ideas and engage stakeholders to gain their support.
  • can carry out data-driven decision-making processes to validate feature enhancements and measure their success.
General Competence

The candidate:

  • has developed an iterative approach to the design and development of existing features, based on user feedback.
  • has developed strong management and decision-making skills.
  • has developed communication skills to facilitate collaboration and understanding among team members and stakeholders.
  • has developed strategic thinking and problem-solving abilities when faced with challenges in managing existing features.
  • understands the ethical principles that apply when improving existing features based on information about users and their needs.
  • can develop and execute plans for new feature development.
  • can build and lead cross-functional teams to implement new features.
  • can build a culture of innovation within the team.
  • can develop communication strategies to convey development plans and opportunities.
  • can develop and maintain relationships with stakeholders.
  • can build a portfolio of new feature development to ensure long-term market retention for the product.
Teaching and Learning

Noroff offers an engaging and student-active learning experience that prepares candidates for professional working life through unique and industry-relevant teaching and learning activities governed by the current learning outcomes. Teaching and learning engage students in the learning process by promoting a holistic understanding of the different issues and challenges relevant to the subject areas. By fostering critical thinking, creativity, collaboration, and communication, students will develop lifelong learning skills. 

Noroff distinguishes between teacher and student-led activities. Both are equally important and tailored to each course’s educational approach. Teaching and Learning activities used in the courses are outlined in the course descriptions. 

For all online studies, English is the primary language for teaching. English can also be used as the teaching language on some campuses.

In this course, the following teaching and learning methods can be applied, but are not limited to:

  • Lecture: Educator-led presentations or activities providing knowledge, skills, or general competencies in the subject area.
  • Group work: Collaborative activities where students work together to solve problems or complete tasks.
  • Tutoring: One-on-one or small group sessions with an instructor for personalized guidance and support.
  • Student presentations: Opportunities for students to demonstrate their understanding of course material by presenting to peers.
  • Online lessons: Digital content delivered via an online learning platform.
  • Guidance: Individualized advice and direction from instructors to support students in their learning journey.
  • Workshops: Practical sessions focused on hands-on application of theoretical concepts or skills.
  • Self-study: Independent study where students engage with course material on their own without any teacher support.
Work requirements and Assessment

Assessment impacts the student’s learning significantly and concludes if the student has achieved the intended learning outcome and, if so, at what level. Assessments include summative and formative methods depending on the content of the learning outcome.

A single course usually consists of one or more work requirements. The most common is compulsory course assignments that assess the acquired competencies outlined in the course learning outcomes. Course assignments are assessed as Passed/Failed or graded from A to F, after which verbal or written feedback is provided. Tests can also evaluate students’ achievements and are usually used in combination with compulsory assignments.

Single course may also require students to deliver one or more compulsory module assignments during a course. This is to follow up and support the students’ learning path.

Assessments
Form of assessmentGrading scaleGroupingDuration of assessment
Course Assignment
Pass / Fail
Individual
1 Week(s)
Reading list

Teaching materials, reading lists, and essential resources will be shared in the learning platform and software user manuals where applicable.

Equipment prerequisites

Information about equipment requirements is available here: Course information.

Online students are required to purchase and maintain their equipment.

Admission requirements

There are three ways to meet the admission criteria and be enrolled as a student: 

  1. By upper secondary education (videregående skole)
    • Higher education entrance qualification from Norway or abroad
  2. By Norwegian vocational upper secondary education
    • Documented vocational qualifications diploma (yrkeskompetanse)
    • Documented craft certificate (fag og svennebrev)
  3. Prior learning and work experience  

More information about admission requirements is available on our webpage under Admission Requirements.