WSC 2003 Final Abstracts

Teaching the Classics of Simulation to Beginners (Panel)
Ingolf Ståhl (Stockholm School of Economics), Henry Herper (Otto-von-Guericke University of Magdeburg), Raymond R. Hill (Wright State University), Catherine M. Harmonosky (Penn State University), Joan M. Donohue (University of South Carolina) and W. David Kelton (University of Cincinnati)

Abstract:
In order to get more people to use and understand simulation, improved teaching of simulation to beginners is important. The panel members share their experience in teaching the classic systems of simulation, used for several decades, to novice students.

Simulation Text Books – Old and New (Panel)
Thomas J. Schriber (University of Michigan), Ingolf Ståhl (Stockholm School of Economics), Jerry Banks (Independent Consultant), Averill M. Law (Averill Law & Associates), Andrew F. Seila (University of Georgia) and Richard G. Born (Northern Illinois University)

Abstract:
In order to get more people to use simulation, improved teaching of simulation is important. In this context, textbooks and, more generally, teachware play a critical role. The panel looks at some of the older and successful textbooks as well as textbooks and teachware that are quite new and in some cases are still under development.

Teaching Discrete Event Simulation to Business Students: The Alpha and Omega
Richard G. Born (Northern Illinois University)

Abstract:
Managers of businesses worldwide are only beginning to realize the economic and improved decision-making value of discrete-event simulation. In order to accelerate the rate at which business managers employ simulation, such a course needs to be taught to more business students than is currently being done. This, in turn, implies the need for an improvement in the teaching of simulation to beginners, so that these fledglings will encourage fellow students to take a course in simulation because it provides business value, practicality, and promotes the idea that simulation is fun. The manner in which simulation is introduced during the first week of class as well as how the course is summed up during the last week of class are, perhaps, the most critical points in student learning. This paper, therefore, focuses on activities that the author uses during the first and last weeks of his simulation courses for business students.

Modeling and Simulation in High School Education – Two European Examples
Henry Herper (Otto-von-Guericke University of Magdeburg) and Ingolf Ståhl (Dept. of Managerial Economics)

Abstract:
Discrete simulation is a suitable application area for several disciplines in high schools. One such discipline is Computer Science. Other disciplines are e.g. mathematics and business. The main principles of modeling information can be practiced in a suitable simulation project. For the implementation of the model on the computer, two different versions of Integrated Development Systems for GPSS have been developed mainly for the purpose of use in high schools. In Germany the version is WinGPSS, dedicated to Windows, and in Sweden WebGPSS, first implemented on the Web. Both systems use the same micro-GPSS simulator kernel. The paper discusses the goals with, and the experience gained from, the use of these GPSS versions in high schools. Some of the most recent developments of WinGPSS and WebGPSS are also presented.

Designing Simulation Projects
Melanie L. Hatch and Donald L. Byrkett (Miami University)

Abstract:
Simulation projects provide a useful way to tie together the expected learning outcomes in a simulation class. Designing a good project is a challenging task and simulation instructors are always on the lookout for interesting ideas. This paper provides simulation instructors with two interesting simulation applications, a supply chain project and a web site design project. The supply chain problem is based on a real company problem and the web site design problem is based on a textbook problem. Each application is described in detail and links are provided so that other simulation instructors can access handouts and possible solutions. The authors also provide some insights about simulation project design.

Simulation Education is No Substitute for Intelligent Thinking
Ray J. Paul, Tillal Eldabi, and Jasna Kuljis (Brunel University)

Abstract:
In this paper we are going to challenge this view of simulation, to the extent that most textbooks’ contents will be found to be secondary to the missing necessary primary material. This presents a critique of the current teaching practices of Simulation. The paper then advocates that (simulation) education has four general objectives, which are to teach students how to learn, how to think creatively, how to problem solve, and how to be professionals. These four objectives of education may not be possible to teach. In the words of Oscar Wilde "Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught". So an education in simulation requires that students be put into learning situations that enable them to learn the requisite knowledge concerning the four objectives. Who can provide such an education? Universities?

Simulation Models as an Aid for the Teaching and Learning Process in Operations Management
Leonardo Chwif and Marcos Ribeiro Pereira Barretto (Unifieo)

Abstract:
As the focus of the teaching-learning process moves from teaching to learning, the need for a better understanding by teachers of the psychology of learning increases in relevance. Many studies have proved the differences between students’ learning styles which leads to the need for different approaches to be adopted when teaching a subject. This article offers a brief review of learning styles to show how games can be applied, particularly in Operations Management. It also proposes a taxonomy for games in Operations Management to finally focus on its application to DOSM – Didactic Operation Simulation Model. After formally defining DOSM, some practical models are shown. These experiments showed its effectiveness as an instructional technique to "teaching around the cycle".

Virtual Environments for the Training of Maintenance and Service Tasks
Eberhard Bluemel, Axel Hintze, Torsten Schulz, Marco Schumann, and Stefan Stuering (Fraunhofer Inst. for Factory Operation & Automation)

Abstract:
This paper presents an interactive, virtual reality based training environment specifically developed to support training of maintenance procedures of complex technical equipment. The architecture of the system will briefly be described. Moreover, the paper explains the different training modes that allow for adapting the training environment to the trainee's knowledge and determine the level of interactivity. A short glimpse is given to the scenario author's work. Finally, an example scenario will be described to demonstrate a practical application of the training environment.