Simulation Education: Past Reflections and Future
Richard E. Nance (Virginia Polytechnic Institute and State Univeristy)
The results of two surveys of persons concerned with simulation education in the 1974-76 timeframe are compared with the results of a 1997 workshop entitled, "What Makes a Modeling and Simulation Professional?" Analysis of these two samplings, separated in time by over 20 years and admittedly with differing objectives and under dissimilar conditions, is used to identify persistent issues, beliefs or convictions regarding the needs for professionals. The intent is to establish a departure point for further discussion of simulation education.
How Should We Teach Simulation?
Ingolf Ståhl (Stockholm School of Economics)
This paper deals with the issue of how one can teach simulation in the most time-efficient way. We first distinguish between different types of student as regards their background and future needs. We next look at reasons for studying simulation at a business school. Next we compare animation oriented simulators with simulation languages. We then study a list of desirable criteria for simulation software, in particular simulation languages, that should be used in education. We finally answer the question if there is any system that fulfills all of these criteria.
Simulation as Educational Support for Production
and Logistics in Industrial Engineering
Agostino G. Bruzzone, Pietro Giribone, and Roberto Revetria (DIP - Savona Campus - Genoa University)
The proposed implementation is a monitor system able to train operators for on-line real time manufacturing control in order to analyse the performance of a production process. This system integrates a simulation model and a statistical analysis module. The architecture has been designed to be able to operate in a real time distributed environment, by using TCP/IP sockets; obviously this approach make it possible to access the data by different users with an hierarchical architecture. This innovative approach pays great attention to make a use friendly network support training for both operatives and managers thanks to the portability and scalability of the system, the methodology has been tested on a real case study and the experimental results demonstrate the potential of such approach.
Taking HLA Education to the Web
Katherine L. Morse (Science Applications International Corporation)
Now that the High Level Architecture (HLA) (DMSO 1998) is a technical reality and DoD M&S programs are moving toward compliance, there’s a growing market for computer scientists and software engineers with HLA experience. There’s also a long term need for continuing research in HLA-related areas. In addition, the simulation community as a whole is growing while the number of universities offering simulation courses and study programs is not. One of the key reasons is that developing new course material is a time-consuming and expensive process for professors whose time is already divided among existing teaching and research responsibilities. The Defense Modeling and Simulation Office’s (DMSO) HLA University Outreach program seeks to bridge this gap with freely available course materials on the HLA. The program is currently moving to make these materials even more accessible by making them web-based.
Medical Education as a Model for Simulation
Andrew F. Seila (The University of Georgia)
Simulation professionals need to see themselves first as systems analysts, i.e., problem solvers, rather than just simulation users. As the networked digital economy develops, systems will become more complex, creating a robust market for experienced systems analysts who use simulation to solve operational problems and manage these complex systems. Physicians solve problems involving a complex biological system, i.e., the human body. The medical education system in the United States is examined and proposed as a model for an education structure for professional systems analysts. The objectives and requirements of simulation education are examined and a curriculum structure is proposed. It is also argued that certifying exams would do much to promote the profession and improve the educational environment.
Teaching Simulation Using Case
Charles R. Standridge (Grand Valley State University)
We have developed and implemented a case-based approach for introducing discrete event simulation to undergraduate and graduate manufacturing engineering students. Students learn only the simulation methods necessary to support the case studies. Case studies are derived from topics of interest to practicing manufacturing engineers. Cases are organized into four modules: basic systems organizations, systems operating strategies, material handling, and supply chain management. Course instruction is based on active learning. Tutorials and laboratories assist students in comprehending the simulation methods. Courses are taught in a computer-aided teaching studio, so that the mix of passive and active learning can be adjusted as appropriate to each class meeting. An industry-based project serves as the course capstone.
Conceptions of Curriculum for Simulation
Helena Szczerbicka (University of Hanover), Jerry Banks (AutoSimulations, A Brooks Automation company), Ralph V. Rogers (Old Dominion University), Tuncer I. Ören (Information Technologies Research Institute) and Hessam S. Sarjoughian and Bernard P. Zeigler (The University of Arizona)
In the paper we provide recomendations of six panellists for the future direction of simulation education.
Integrating Modelling and Data Analysis in Teaching
Discrete Event Simulation
Krysztof Pawlikowski and Wolfgang Kreutzer (University of Canterbury)
The growing popularity of stochastic discrete event simulation in areas such as telecommunication, combined with much marketing hype about ease of use, has coaxed some practitioners into a misguided belief that choosing prefabricated components from libraries and configuring them into a model by pointing and clicking is all that is needed. While neglect of statistical aspects of simulation has already led to some highly problematic published results, this erroneous assumption must also be guarded against in university teaching. This paper therefore argues for the importance of teaching those issues that critically affect the analysis and credibility of a simulation's results alongside those methods and tools targeted at the needs of model design and construction.
Interactive Web-Based Animations for Teaching and
Michael Syrjakow and Joerg Berdux (University of Karlsruhe) and Helena Szczerbicka (University of Hanover)
Web-based study resources can be viewed as a basic requirement in order to remain a competitive player on a more and more globalised educational market. For that reason it is getting increasingly important for universities to supplement offered lectures with additional Web-based learning material. In this paper we focus on interactive multimedia elements like computer animations and simulations, which can be used by students for individual experimentation. Such supplementary material represents a motivating but also a very effective chance to deepen and to increase the knowledge acquired in the lecture. This paper gives some general guidelines for building interactive Web-based animations. Beyond that, two of our developed animations are presented in detail. The first animation visualizes the search processes of some common direct global and local optimization strategies. In the second animation an artificial ecosystem is simulated, where several autonomous agents have to perform a number of different actions in order to survive. Our animations are realized as Java-applets, which have the advantage that they can be executed within Web browsers anywhere in the World at any time and without having to install anything .
A Virtual Textbook for Modeling and
Thomas Wiedemann (Technical University of Berlin)
The theory of modeling and simulation is well defined in result of about 30 years of research and practice. There are commonly accepted approaches and methods of working out successful simulation studies (see track "Simulation basics" in Winter Simulation Conference 1999). The educational aspects of simulation are very complicated: there is no common accepted curriculum, nor a basic textbook. The situation at the web is even much worse - mainly as a result of missing time-resources the quality of the teaching material concerning simulation is very heterogeneous and does not fit. Often the work of producing teaching materials and exercises is done twice. The goal of this paper is to present a real working database system for managing links and generating collections of simulation related material for teaching and learning purposes.
A Model Curriculum in Modeling and Simulation: Do We
Need It? Can We Do It?
Roy E. Crosbie (California State University at Chico)
An international debate on the need for a model curriculum for graduate programs in Modeling and Simulation (M&S) continues to grow. As the use of M&S continues to expand to new application areas, and its importance as a key enabling technology in the 21st century continues to be recognized, many questions are being asked by both universities and corporations concerning the proper basis and content for advanced studies in M&S. Corporations and government bodies are experiencing rising demands for new recruits with broad exposure to the concepts and methodologies of M&S and capable of contributing to the increasingly important M&S activities within the organization. Many recruiters are, however, frustrated in their efforts to define productive sources in US universities that meet these needs.
Teaching System Modeling, Simulation and
Jörg Desel (Katholische Universität Eichstätt)
Simulation is used in the design process of dynamic systems. The results of simulation are employed for validating a model, and they are helpful for the improvement of the design of a system with respect to both, qualitative and quantitative properties. The paper concentrates on these aspects and applications of simulation in education, advocates its presence in student curricula, presents building blocks of education modules for simulation and validation with respect to both content and method, discusses requirements for simulation and validation education, and finally suggests the integration of simulation teachware in virtual classrooms and distance learning environments. Modeling and simulation is almost necessarily based on modeling languages with precise semantics. In education as well as in practice, suitable computer tools should be employed. We suggest Petri nets with sequential semantics and partial order semantics as a modeling language. The contribution is based on experiences from several university courses on system modeling and simulation with Petri nets, including practical training. Moreover, relevant concepts from recent distance learning projects are mentioned.
Simulation Software: An Operational Research Society
Survey of Academic and Industrial Users
Vlatka Hlupic (Brunel University)
Simulation modeling is being widely used in areas such as manufacturing, health, network communications and military. Such popularity of simulation has resulted in a large number of simulation software tools available on the market. This paper presents the results of a survey on the use of simulation software, which has involved academic and industrial members of the Simulation Study Group of the Operational Research Society of Great Britain. Findings of the survey indicate which types of simulation software are primarily being used, the most common application areas of simulation, users' opinion about software and possible ways of improving simulation software.
Design Principles for Teaching Simulation with
Explorative Learning Environments
Heimo H. Adelsberger, Markus Bick, and Jan M. Pawlowski (University of Essen)
Teaching the highly complex domain of simulation requires well-elaborated strategies for efficient education. In this paper we present a well-structured approach to define the requirements for web-based simulation courses. Our approach is based on the Essen Learning Model (ELM) [Pawlowski 2000], a development model supporting the development and specification of learning environments. The results of the Essen Learning Model development process describe the requirements for a learning environment being used in a computer based simulation course for graduate student of business information systems.
Modeling Reality with Simulation Games for Cooperative
João Rafael Galvão (ESTG/Leiria Polythecnic Institute), Paulo Garcia Martins (Software House Leirisic) and Mário Rui Gomes (IST/Lisbon Technical University)
In this work we want to show the importance of visualisation, interfaces and re-design techniques through 3D modelling, animations and VRML in the developing of the simulation games for education or training purposes in a production environment. We also present some theories, concepts and a classification of different games on a two-dimensional map for displaying the variety of games and as a way for selecting a game that is appropriate to a specific pedagogical situation, in the wide taxonomy context of the learning and education programs for a co-operative learning. Finally we also present some features of an simulation game, for the production management of a product (Printed Circuits Boards) in order the trainees practice the main stages in the manufacture of this product, through the platform of WWW and the techniques already presented in this text for a high level of performance. The analysis and data sharing is actually in gather action because this is a work that is in progress.
Simply Simulation: An Interactive CD-ROM-Based Approach
for Learning Simulation Concepts
Connie Nott (Central Washington University - SeaTac), Graham Nott (ONSITE Learning) and C. Christopher Lee (Central Washington University)
The purpose of this paper is to introduce a new approach to teaching an introductory simulation course using an interactive CD-ROM titled “Simply Simulation”. This method utilizes several multimedia tools and hypertext based web format. The simulation literature currently shows no studys on this proposed new teaching method. Course structure, requirements, and benefits of Simply Simulation are described in this paper. Simply Simulation gives detailed explanations on simulation concepts and easy-to-follow instructions in five modules. The student uses Taylor II process simulation software to model and analyze progressively more complex real life situations. Competencies gained are measured via a pretest at the beginning of each module and a quiz at the end of each module. This paper and Simply Simulation contribute to the simulation education literature by exemplifying how to enhance the learning effectiveness by utilizing various information technologies and teaching methods.