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WSC'00 |
Simulation Education: Past Reflections and Future
Directions
Richard E. Nance (Virginia Polytechnic Institute and
State Univeristy)
Abstract:
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)
Abstract:
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)
Abstract:
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)
Abstract:
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
Education
Andrew F. Seila (The University of Georgia)
Abstract:
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
Studies
Charles R. Standridge (Grand Valley State University)
Abstract:
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
Education (Panel)
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)
Abstract:
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)
Abstract:
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
Learning
Michael Syrjakow and Joerg Berdux (University of
Karlsruhe) and Helena Szczerbicka (University of Hanover)
Abstract:
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
Simulation
Thomas Wiedemann (Technical University of Berlin)
Abstract:
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)
Abstract:
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
Validation
Jörg Desel (Katholische Universität Eichstätt)
Abstract:
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)
Abstract:
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)
Abstract:
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
Learning
João Rafael Galvão (ESTG/Leiria Polythecnic Institute),
Paulo Garcia Martins (Software House Leirisic) and Mário Rui Gomes (IST/Lisbon
Technical University)
Abstract:
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)
Abstract:
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.