Classrooms of the Future

1
Classrooms of the Future

• Presentation May , 2002
• Hamline University

2
An Interactive Simulation to Facilitate Systems
Thinking

• The University of St. Thomas
• Julie Hays
• Jerry Stenger
• Robin L. Schreiber
• Kirti Doshi
• Matthew M. Finholt

3
An Interactive Simulation to Facilitate Systems
Thinking

• Background Julie
• Learning Objectives Jerry
• Development Robin
• Programming Matt and Kirti
• Classroom
• The Simulation

4
Learning Objectives

• Gain an understanding of the need for Systems
  Thinking.
• Apply the Theory of Constraints to a real
  situation.

5
Systems Thinking

• A decision which maximizes (or is best for) one
  parameter (part of the system, piece of
  equipment) often does not maximize (or is not
  best for) the system as a whole.
• Although this appears to be obvious, many
  students do not really understand or relate to
  this statement without a demonstration of this
  concept.

6
Theory of Constraints (TOC)

• What is the Goal?
• Make money for the owners...
• What is the Constraint?
• Anything that prevents us from achieving the
  goal..
• Goldratt, E. M. and J. Cox (1986), The goal a
  process of ongoing improvement, North River
  Press, New York.

7
Theory of Constraints (TOC)

• Not all resources are used evenly
• Concentrate on the bottleneck resource
• Synchronize flow through the bottleneck

8
ADDIE Model

• Analysis
• Design
• Develop
• Implement
• Evaluate

9
Analysis

• Audience Identification
• Course/Unit Goals
• Traditional Delivery Methods
• Student Outcomes
• Materials Identification

10
Design

• Design Look
• Organize Materials
• Develop Communication Strategies

11
Development

• Obtain Web Space
• Develop Security Needs
• Create Materials
• Programming/Testing

12
Implement

• Publish
• Test, Final System Tie-In
• Maintenance
• Student Orientation

13
Evaluate

• Technology Survey
• Evaluate Materials, Effectiveness
• Assess Meeting of Goals

14
Audience

• Undergraduate, junior and senior operations
  majors
• Graduate, day MBA students
• Graduate, evening MBA students enrolled in
  Decision Analyses

15
Development

• Initial design phase issues
• What application to use (Flash, Javascript)
• Animation or none
• What needed to be on the screen
• What size screen to design for

16
Development
17
Development

• Started with flow diagram

18
Development

• Screen design

19
Development

• First draft

20
Development

• Seconddraft

21
Development

• Thirddraft

22
Development

• Modifications to the graphics included animation
  to clarify what was happening on the screen.

23
Development

• After usability test other graphic modifications
  were made to help clarify process.

24
Programming

• Systems Analysis Feasibility Study
• User requirements
• Options surveyed
• Outcome
• Programming Concepts
• Database Design

25
Programming

• User Requirements
• Ability to accurately portray the workings of an
  assembly line process
• Easily accessible to students and faculty
• Allows for multiple attempts by user
• Submission of results to instructors
• Allows use by multiple instructors

26
Programming

• Options Surveyed
• Simul8
• Java
• Flash
• JavaScript w/ ColdFusion

27
Programming

• Outcome JavaScript w/ColdFusion
• Experience expertise
• Web-based
• Dynamic content with ColdFusion
• Results for attempts stored in database
• Results submitted via email

28
Programming

• Programming Concepts
• Object Oriented Approach
• Created 5 objects in JavaScript to simulate the 5
  main components of the assembly line
• Part, Process, Machine, Simulation, GUI

29
Programming

• Objects Explained
• GUI
• Handles all events on the screen
• Communicates with the Simulation object
• Simulation
• Controls all the machines

30
Programming

• Objects Explained (2)
• Machine
• Holds multiple processes
• Process
• Associates input parts with output parts
• Part
• Contains data about the part

31
Programming

• Database Design
• Used MS Access ? relational database
• Applied similar OO approach
• Data for each individual object is contained in a
  corresponding table in the database
• Included a separate table to store information
  for multiple instructors
• Stores multiple attempts by users

32
Programming

• Programming DB Design Results
• Portrays accurately the workings of an assembly
  line process
• Provides easy access to users
• Permits multiple attempts by each user
• Allows submission of results to instructor
• Supports use by multiple instructors

33
The Classroom
Assembly Line Simulation Instructions
Result Submission
34
The Classroom

• Assignment
• Strategy
• Systems Thinking
• TOC
• Determination of Maximum Profit
• Deterministic vs. Stochastic

35
The ClassroomAssessment

• The instructions for the problem are clear and
  easy to understand.

• The simulation instructions are clear and easy
  to understand.

36
The ClassroomAssessment

• The simulation is easy to use.

• The simulation helped me understand the need for
  systems thinking.

37
The ClassroomAssessment

• The simulation helped me to gain a greater
  understanding of the Theory of Constraints.

• I think this assignment should be required of
  students reading The Goal, because it will help
  them understand the book.

38
The Classroom

• Learning Outcomes
• Necessity of systems thinking.
• Need to manage the constraint.
• Holding inventory costs the firm.
• Stretch Goals
• Recognize this as a linear programming problem.
• Become aware of the effect that variation would
  have on this system.

39
The Classroom

• Facilitated student application of systems
  thinking and TOC.
• Allowed me to test student understanding of
  systems thinking and TOC.
• Students enjoyed and learned from the exercise.

40
The Simulationhttp//webcampus.stthomas.edu/cob/j
mhays
41
Questions, Comments

• If you want more information about this project
  or if you are interested in using this simulation
  in your classroom contact
• Julie M. Hays, Ph.D. (jmhays_at_stthomas.edu)
• Assistant Professor of Management
• College of Business
• University of St. Thomas
• TMH 343
• 1000 LaSalle Ave.
• Minneapolis, MN 55403-2005
• Voice 651-962-4306