ASSIGNMENT TASKS：create a comprehensive requirement definition report by re-written system requirements and categorised into functional (FR) and nonfunctional requirements by(operational, performance, security and cultural) BACKGROUND Your business case has been accepted and project is moving forward into the next phase of the SDLC. Preliminary investigation with intensive fact finding has begun, with the aim of understanding the requirements better. A series of techniques were deployed for elicitation. Below is the list of requirements elicited. Business processes, assumptions and constraints are documented together with the requirements listed below. Complete this assignment using the given requirement sets and complete the tasks as listed. You are a business analyst for this project and are tasked to prepare the ‘Requirement Package’. ELICITED REQUIREMENTS: For you to use in your Requirement Definition Report: Expanding from the modules listed as key components, analyse the below information to fulfil the tasks assigned within the Analysis Phase of the SDLC (in no particular order): a. The executives from Kia Kaha Reo would like to have the same name for the project and the the system/platform. It will be known as KiwiTe. After several rounds of discussions, the decision is to proceed with two platforms. The system will be accessible via mobile app and web browser as a dynamic web application. Both platforms will have the same system name to promote awareness to all users. b. There are two type of target users. ‘Registered users’ and ‘Ordinary users’ are the two main types of roles for end users. There will be a range of staff roles with dedicated access and roles to suit the functional requirements committed. c. System administrator role has the super user access for all staff. Dedicated staff role will be assigned to match their responsibilities. System administrators can manage the Access Control Level (ACL) for all users of the system in both platforms. They are also responsible for backups and maintenance (including security patches). d. There will be variation in features available in both platforms. E.g. To use the mobile app, user will need to ‘register’ while any person with access to the Internet can use the web application via a standard browser and will be regarded as an Ordinary user. A registered user can also utilise the features available in the web platform. e. A complete database system on Te reo Māori named TRM-Expert System (TRMES) serves as the library to provide the translation mechanism for the platforms. This expert system is external but will be continuously maintained and updated to offer the back-end engine on the language support and is integrated into all the modules available. Hemi Smith (Chief Language Lead) and his team championed this system actively as part of his key role. f. A basic translator mechanism will be available for both types of ‘users’. This includes word to word translation, speech and translate and also the ability to take a picture of te reo words to translate. AI chatbots are available at all times to assist all users. g. Course designers and course content creators design courses and package them by levels (beginners, intermediate and advanced) with dedicated audio-visual components, interactive exercises and real-life scenarios to enhance comprehension and conversational skill goals. These are designed to be interactive, and each level will have its activities and assessments to suit its learning outcomes and associated course level. Registered users can enrol into courses and will start by selecting levels to begin. This is done when they first register. Users can sit a preliminary test to determine which level to begin on. INFOSYS 220 ASSIGNMENT 2 | Page 3 of 6 h. Each registered user can choose from a pre-loaded avatar, or they can design and customise their own. Ordinary users can only choose from the pre-loaded avatars available and will need to do this each time they use the web application via the browser. i. Registered users will start to earn points when they take part in the learning journey. These points can be earned via lessons, or games. Points can be used to redeem merchandises, skins for avatars as well as other activities that requires bookings. Users with high points can access more features available. j. Virtual tutors are available via booking. They can be booked by way of a private ‘learning session’. Achievements of lesson are paid out in badges as well as points. A group of tutors are available for users to engage, requesting one on one guidance and personalised learning sessions. k. Users on the platform can form ‘learning groups’, be-friend one another by sending a friend request, or challenge one another through the games available on the system. l. Certificates of achievement will be issued and are sharable by all users on the system via social media. There is also a running ‘Hall of Fame’ to list top achievers. m. Gamification is one of the main features within the system. New games are designed and loaded continuously to keep the users engaged and promote regular learning. Badges and points will be earned. The role of a Game master is to design new games, test them and launch them to attract new learners and keep the existing users keen and excited. n. User experience is another key driver to keep the platform fresh and trendy. Jessica Blackmont (Chief of UX) leads a team of UX designers to work on the creative components (e.g. avatar, VR and AR options for learner) continuously. o. Tom Sinclair is appointed the Chief Operation Officer role and he leads a team of staff who take on roles across all sectors. Reports on the usage, feedback and social media visibility are available via dashboard using developed Power BI that is constantly monitored. These report and analytics are available via dashboard 24/7. p. The features are available for private corporate events to be organised. Corporate events can be booked with requirements and components to select where dedicated workshops can be set up to suit accordingly. q. Educational Partnership and Accreditations with schools, institutions and similar will be available to link the learning component to NCEA equivalent credits, or form part of an assessment at the tertiary institution level for te reo courses. r. Add-on functions include: Chatbot, live sessions, virtual tutors, game zone and online mentoring etc can be customised to suit. It is powered by rules and Artificial Intelligence (AI) with a knowledge base on common questions. The knowledge base is continuously added via AI technology to formulate frequently asked questions. s. External partners can request to integrate the learning module onto their own website and customisation can be done be done on contracts. t. All databases are backup regularly and in a secure manner. Recovery and security of data processes are checked and updated. u. The game and interactive zone creates a community of learners to come together and learn in a fun and interactive manner. Games like Minecraft and Roblox are incorporated for users to join and play with te reo puzzles, and challenges to solve. v. All modules are mirrored in a test environment that mirrored the production and live environment every day. This allows any recovery request if any. INFOSYS 220 ASSIGNMENT 2 | Page 4 of 6 w. Conversational te reo can be selected for learners via virtual tutor sessions or within the game zone itself. VR and AR capabilities will allow learners and tutors to interact virtually and converse in the Meta communities. x. Learners will be able to continue to learn offline if chosen. Once online again, their progress will be updated/saved. This is to ensure the platform is highly accessible, portable, and ubiquitous.