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Automation in Education/Learning Systems 85.2 Examples 1515

Table 85.5 The curriculum on production planning (MRP)system

Curriculum

First lesson Second lesson Third lesson

The framework of MRP systems Review of the previous lesson Review of the previous lesson

Relationship between the product Master production scheduling (MPS): Overall MRP system framework:

and its demand and inventory: (a) Input information (a) MRP framework for MPS

(a) Required parts and their lead time (b) Output information and capacity planning

(b) Production and ordering points (c) Calculation method

based on lead time (d) Example

Inventory control: MRP calculation mechanism: Product, its demand and inventory:

(a) Deﬁnition (a) The mechanism of MRP (a) Product structure

(b) The change in inventory (b) Calculation method and its lead time

and inventory cost, order cost on lead time

and total cost (c) Lot size and inventory

Inﬂuencing factors on master Lot-sizing rules: Overall MRP system execution:

production scheduling (MPS): (a) Lot-for-lot rule (a) Creating production plan

(a) Cost parameters (b) Economic order quantity rule based on MPS

(b) Lead time (c) Period order quantity rule (b) Based on the production plan,

have achieved in the practice. In this case, through on-

line discussion, learners can submit theircomment, tips,

and/or questions to the BBS, allowing other learners to

view them. Therefore, a more communicative lesson is

enable, while atthe same timemaintaining personal(not

group) learning to avoid dependency on the learning

environment.

Example of Learning Contents

of Material Requirements Planning (MRP)

in the System Course Unit

An example of new numerical simulation software to

support problem-solving learning e-Learning, within

material requirements planning (MRP)inthesystem

course unit is introduced in this section. The PBL

e-Learning method utilizes an established local-area

network system to allow learners to access directly the

numerical simulation software through the LMS during

the course. The introduced software is speciﬁcally de-

sign to support the MRP system course. The software

is intended to reduce the calculation effort, allow learn-

ers to switch their effort in generating a more efﬁcient

production plan, and improve their interest in the sub-

ject. The ﬁnal objective is to improve the knowledge

and skill attained during the course that uses the new

learning method.

Overview of the Material Requirements Planning

(MRP)CourseUnit.

Material requirements planning

(MRP) systems, a technique in production planning and

inventory control system [85.79,80], are widely used in

companies nowadays. Practical education programs in

production planning (e.g., MRP system) are expected

by companies from new workers. In order to answer

this demand, in a series of cyber manufacturing pro-

grams in the industrial engineering and information

management ﬁeld, learners are required to understand

MRP system, along with other techniques such as in-

ventory planning, project management techniques, and

manufacturingresources planning.Generally, the objec-

tives of this course unit are to develop the necessary

knowledgeand abilityto designa reasonable production

Part I 85.2

1516 Part I Home, Ofﬁce, and Enterprise Automation

planning, by taking all necessary factors into consider-

ation.

The curriculum for e-Learning method on MRP sys-

tem proposed here is shown in Table 85.5 [85.81]. The

MRP course unit requires three learning lessons. Each

lesson consists of 90min lesson time, during which

instructors describe the required theories, and 90min

practice time, during which the learners have to ac-

complish the practice prepared beforehand using the

numerical simulation software to help them. The main

objective of this e-Learning method is to improve the

knowledge and skill attained during the course. Ac-

cordingly, the software is also prepared to have three

separate practice problems, each corresponding to one

lesson.

Master Production Schedule (MPS) Planning and Lot

Sizing Rules.

In the second lesson, MPS planning for

the ﬁnal item is allocated ten periods, as shown in

Fig.85.8. Here, the learners can choose whether to enter

Fig. 85.8 Image of the software used in the MRP systems course

unit

the order quantity directly, or to use one of the avail-

able lot-sizing rules, as illustrated in the upper part in

Fig.85.8. If the learners choose to complete the order

quantity directly, the software will automatically con-

duct other calculations such as on hand inventory, total

setup costs, total holding costs, and total costs. On the

other hand, the software will automatically calculate all

required values if the learner chooses one of the lot-

sizing rules.

The objectives of this second practice are to famil-

iarize the learners with the MPS logic and lot-sizing

rules, to realize trade-off relations between lot-sizing

rules, to realize trade-off relations between holding and

setup costs, and to prepare the user for more compli-

cated MRP in practice 3.

Assessment Method for Learning Efﬁcacy

Stated below are the measures used to collect data of

learning efﬁcacy. Data would be assessed in order to

guarantee the quality of the lectures (previously shown

in Fig.85.5, assessment data of learning efﬁcacy):

1. Measuring the level of understanding (knowledge

level) of the lectures based on the result of a quiz

2. Measuring the level of skill acquisition (skill level)

from the practices based on the results of a report

for each course unit

3. Evaluation of the effectiveness of the course and

the software through data analysis of a previ-

ous questionnaire at the beginning of the course,

a questionnaire for each course unit, and a ﬁnal

questionnaire at the end of the whole course (the

questionnaire would be open-ended and multiple

choice)

4. Logging of data analysis related to the learning

record in the LMS, such as grade data, BBS discus-

sion records, etc.

The quiz at the end of the theories taught in lec-

tures should evaluate learners’ understanding. The quiz

is of multiple-choice type, so submission and appraisal

of the quiz could be implemented automatically, using

the advantage of the LMS.

The report worksheets are beforehand with each

practical training, and the LMS distributes them. The

learners make their reports by using software of the

system, and have to submit the worksheet to the in-

structor by the LMS before the next start time of lesson.

The admission report is conducted automatically by the

LMS.

Part I 85.2

Automation in Education/Learning Systems 85.2 Examples 1517

Table 85.6 Course objectives and student goals

Course name Course objectives Intended learning outcomes

Quality Acquire the ability to perform quality Incorporate customer needs into the quality management

management control by taking all measures necessary process, identify what actions must be taken to satisfy

(QM) to ensure customer satisfaction and good customer needs, and utilize appropriate methods to solve

quality various problems that exist at the production site

From the standpoint of quality ﬁrst, identify what

improvements must be made to ensure proper quality

management and use appropriate measures to solve

various problems that exist at the production site

Describe quality management from the perspectives of

the customer satisfaction and quality-ﬁrst philosophies

Play a leadership role in quality management activities

that are based on customer satisfaction and quality-ﬁrst

philosophies

Manufacturing Acquire the ability to identify and solve Identify key issues that exist in a given workplace

knowhow (ameliorate) problems that exist at the

Identify and analyze the current status of a given

and creativity manufacturing site

workplace

(MKHC)

Capable of suggesting speciﬁc improvement measures

Give a logical explanation of improvement measures

to fellow workers in the workplace, or demonstrate how

such improvements can be implemented to persuade

workers to take action

Capable of applying the above-mentioned knowhow

in any workplace

Knowledge Have a clear understanding of the Capable of achieving standardization and improvement

chain processes involved in creating products in design control

management that meet customer needs and acquire

Capable of achieving standardization and improvement

(KCM) the ability to standardize and improve

in process control

these processes while taking into

consideration the cost and delivery time Capable of achieving standardization and improvement

in purchasing and subcontract management

Capable of achieving standardization and improvement

in cost management

Capable of suggesting how standardization and improve-

ment can be achieved in the above-mentioned manage-

ment activities from the perspective of proﬁt control

Part I 85.2

1518 Part I Home, Ofﬁce, and Enterprise Automation

Table 85.7 Questionnaire surveys for the purpose of improving the program

Type of Precourse Postsession Course Survey for the Survey for the

questionnaire/ survey survey completion satisfaction participants’

purpose, survey in hosting supervisors

respondents, practical

and timing sessions

of surveys

Purpose To understand To understand To assess the To assess To assess the

the working what aspects participants’ the hosts’ following changes

environment of the course satisfaction with satisfaction with in the course

and the academic sessions need with the course the outcomes of participants

background of to be improved and to identify the improvement as perceived

the participants and to track the what needs measures by participants’

participants’ to be improved supervisors:

progress and • Change in

understanding performance

of the course • Change in

content behavior

• Change in

enthusiasm

and commitment

to fulﬁll

responsibilities

Respondents Course Course Course Companies Superiors

participants participants participants hosting of the course

the practical participants

training sessions

Timing Before the start At the end Upon Some time after Some time after

of the ﬁrst session of each session completion the completion the completion

of the course of the course of the course

85.2.2 The Case of an Educational Program

for Manufacturing Managers

Using IT Jigs

Program Objectives

The aim of this educational program [85.7]isto

provide participants with the knowledge and skills re-

quired to manage manufacturing processes employed

by small to medium-sized manufacturers of industrial

machinery in the Hokuriku District of Japan. Class-

room instruction practical exercises will cover the

following:

1. Made-to-order manufacturing and ﬂexible man-

ufacturing systems, both of which are imple-

mented widely by manufacturing companies in the

Hokuriku District to control quality, cost, and lead

time

2. Total optimization (instead of partial optimization)

of all production processes

3. Continuous improvement in the workplace.

Based on these learning goals, three courses and

their course objectives were developed, as shown by

Table 85.6.

Part I 85.2

Automation in Education/Learning Systems 85.2 Examples 1519

Program Evaluation Method

Based on Kirkpatrick’s model [85.36], the evaluation

method shown in Table 85.7 was developed and imple-

mented by a web system. The method consisted of ﬁve

kinds of questionnaires for three kinds of stakeholders

(participant, companies hosting the practical training

sessions, and participants’ supervisors) to evaluate the

program. This system can highlight many useful issues

for continuously improving the program.

A Circuit Model for Instructional Design

Figure 85.9 shows a ﬂowchart called a circuit

model [85.82], which represents the way in which the

educational program is implemented. Practical exer-

cises are designed to nurture each participant’s ability to

implement kaizen and are thus focused on the problem-

solving process. Many of the conventional approaches

to problem solving may not be effective in actual work

settings; in fact, problem solving and kaizen are of-

ten complicated processes that involve the use of many

unconventional approaches. As shown in Fig.85.9,the

learning cycle for the educational program consists of

three processes: learning through lectures, understand-

An use of production site as a classroom

Manufacturers in Hokuriku district (B)

Practical

exercises

Performance improved

ABC network teaching

Knowledge

creation

Knowledge

recognition

Knowledge

aquisition

Kanazawa inst. tech (A)

Feedback to the

relevant parties

Existing materials

Existing cases

Knowledge creation

process

Educational process

Identify a model workshop

Identify the themes

Understand and analyze the

solution

Suggest and implement kaizen

measures

Further expand the kaizen

strategies

Present results of a kaizen event

(1) score 60% or greater on all

of the learning outcome measures,

(2) have 80% or greater attendance.

Ensure that the case

model is all participants

Special solutions in

individual production site

Establish a case

model

Oversee

performance

Case materials

General theory

Stratified

indexing

Certification of course completion

Business

Academia

Lectures

Seminars

experiments

General

solutions

Consultants

Consultants (C)

Fig. 85.9 Circuit model for the instructional design

ing through seminars, and creating knowledge through

practical exercises. The participants in the program

may use conventional individual and group approaches.

As they use unconventional approaches in a work-

place setting, however, they will begin to understand

the limitations of conventional approaches. The ﬁrst

two processes are learning and understanding; the third

is creating. The above learning cycle is repeated sev-

eral times (one learning cycle per subtheme) during the

course of the program. When the participants complete

the program, they repeat the learning cycle once again

to assess their understanding.

The Development of IT Jigs

As a successful case of instructional development for

the knowledge chain management (KCM) course, IT

educational tools (IT jigs) were designed to help indi-

viduals involved in production planning process. This

approach uses three types of bills of materials, three

master ﬁles, a layout editor, a loading analyzer, and

a ﬂexible manufacturing system [85.83](FMS) simu-

lator. IT jigs are also highly effective tools for acquiring

practical knowhow on decision-making procedures in

Part I 85.2

1520 Part I Home, Ofﬁce, and Enterprise Automation

Contact from customer

Order selection

Process planning

Man-hour planning

Layout editor

analyzer

Equipment

master

Layout planning

Loading Master production

FMS simulatorScheduling

Gantt chart

Process master Part master

IT Jig

Database

Planning

Fig. 85.10 IT educational tool (IT jig) for production planning and

control

process control activities, which can be used to estab-

lish schedules and/or layout plans. These tools require

no special programming skills to use, and are easily

operated through the simple manipulation of icons.

Production Planning and IT Jigs Procedures. Process

control should be designed so as to enable effective

management of manufacturing processes and to max-

imize customer value creation. Effective processing of

order information is key to achieving this. The rela-

tionship between order information and process control

Fig. 85.11 Example process master screen

is summarized in Fig. 85.10, which depicts a series of

activities starting from the contact from the customer

to scheduling. Any uncertainties and/or nonconformity

in the process should be identiﬁed, which should then

be corrected, improved, and standardized in a timely

manner so as to ensure continuous improvement of pro-

cess control techniques. The roles of the layout editor

and FMS simulator [85.84], which are the IT edu-

cational tools (IT jigs) designed to help individuals

in the described planning process, are summarized in

Fig.85.10.

Creating the Process Master. The process master in

Fig.85.11 is created by determining the types (installa-

tion, cutting, cleaning, etc.) and number of processes to

be handled by the processing facilities (machining cen-

ters (M/Cs), lathes, inspection machines, etc.), and by

inputting a series of process information (1–7 below)

and the processing procedures. Appropriate machines

and equipment should be selected beforehand for the

processing facilities using Layout Editor. Process infor-

mation series 1–5 areidentiﬁed during processplanning

and process information series 6 and 7 are identiﬁed

during man-hour planning:

1. Process number: assigned toeach process.The same

number should not be used twice. The process num-

ber is equivalent to a process address.

2. Process name: a description of the speciﬁc process,

e.g., injection, drilling, threading, etc., or process 1,

process 2, etc.

Part I 85.2

Automation in Education/Learning Systems 85.2 Examples 1521

3. Process type: there are six categories, namely instal-

lation, cutting, cleaning, assembly, inspection, and

removal. For more details, refer to the description

provided later in the chapter.

4. Palette type: a tool that resembles a tray, which is

used to transfer work pieces to each process.

5. Program: numerically controlled machine tools(NC

machine tools) are controlled using a processing

program. This information should be entered only

when the process type is cutting.

6. Processing time: the timerequired tohandle the pro-

cess, which is estimated either during the design

phase or based on experience.

7. Nonprocessing time: the time required for opera-

tions that do not involve the processing of work

pieces, i.e., setup or replacement of a processing

program and/or preparation of the necessary equip-

ments and materials.

An example process master screen is shown in

Fig.85.11.

Creating the Equipment Master. The equipment mas-

ter shown in Fig. 85.12 is a master ﬁle that determines

and allocates the appropriate equipment for performing

the kinds of process selected using the process mas-

ter (Fig.85.11). In short, users can identify the load

for each facility by creating an equipment master. The

equipment selected using the layout editor is automat-

ically listed in the equipment information pane shown

inside the solid lined box in Fig.85.12, and the symbol

representing the process type is listed beside the se-

lected equipment in the ID column, as shown inside the

dotted lines. If you click on machining in the equipment

Fig. 85.12 Example allocation results screen

information pane, allthe processesfor whichcutting has

been selected as the process type using process mas-

ter will be listed in the processes that can be added

pane as shown inside the dotted-line of additional pro-

cess. From the list of processes that can be added, select

the process to be allocated to machining (MC01)and

then click on add (allocate). In Fig. 85.12, processes

to be allocated are being selected (with four processes,

designated as either machining or lathe as the avail-

able processes). Figure 85.12 shows that a total of two

processes (process numbers 12 and 23) designated as

machining have been selected for allocation.

When an item is selected from the list displayed

in the equipment information pane, only the processes

belonging to the same process type (speciﬁed using

[process type] in process master) are displayed in the

processes that can be added pane.

Creating the Parts Master. The parts master shown

in Fig.85.13 is a master ﬁle used to manage the de-

livery schedule for each part and product. This is

accomplished using a process list created with the

process master, which consists of a list of selected

parts/products as well as of a series of related processes,

to assign appropriate process(es) to each part/product.

For example, Parts-C has the ﬁve process operations

from number 30 to 34 in Fig.85.13. Production sched-

ules canbe prepared by combining production plan with

the information provided in the parts master.

The creation of the three masters described above

is an important decision-making process that connects

process design (ranging from procedure planning to

load planning for each process) to process control.

In most companies, process control knowhow accu-

Part I 85.2

1522 Part I Home, Ofﬁce, and Enterprise Automation

Fig. 85.13 Processes allocated for Parts-C using part master

Fig. 85.14 Example of a master production plan

mulated through years of experience is often neither

documented in manuals nor shared through information

systems. In view of this, it is important to involve oper-

ators working on site in the process of creating the three

masters so as to identify and incorporate all the process

control knowhow accumulated in-house.

Master Production Plan and Scheduling. Figure 85.6

presents the master production plan window showing

a list of the orders received in a planning period, the

items to be manufactured, and the time required for

the production of each item. Production schedules are

established based on this informationand the three Mas-

ters. The parts name column shows a total of fore items:

Parts-A (order number 01), Parts B (order number 02),

Parts-C (order number 03), and Parts-D (order num-

ber 04), which are to be included in the production

plan. The following information can be derived from the

plan.

The start date and time and ﬁnish date and time

show when production should be completed. Start date

and time refers to the date and time when production

can be initiated. Assuming that all the necessary mater-

ials are ready and available for production, start date

and time is either one of the following:

•

The date and time when the order is received, if

dynamic scheduling is used

•

The date and time when the plan is ﬁnalized, if

periodic scheduling is used.

When there is advanced knowledge that the arrival of

some of the materials will be delayed, the date and time

when all the materials will arrive should be set as the

date and time when production can be initiated.

Figure 85.15 provides an example of a Gantt

chart created using the dispatching rule (ﬁrst-in ﬁrst-

out, FIFO) retrieved from the FMS simulator. Besides

Part I 85.2

Automation in Education/Learning Systems 85.3 Conclusions and Emerging Trends 1523

Fig. 85.15 Example FMS schedule Gantt chart scheduled by FIFO

FIFO, earliest due date (EDD), most work remaining

(MWKR), and other dispatching rules are also available

in the FMS simulator menu as well as some schedul-

ing parameters with automated guided vehicle (AGV).

Users can simulate scheduling either by using one of

these dispatching rules or by creating their own unique

dispatching rules as well as production/handling lot

size, buffer stock size, and material handling schedule,

and then assessing the simulation results. The simulator

is designed to provide users with practical knowhow on

scheduling, and offers useful tips on effective schedul-

ing and process control.

85.3 Conclusions and Emerging Trends

This chapter has considered the automation of educa-

tion/learning systems with an overview of the devel-

opment history and present conditions of e-Learning

based on instructional design, and introduced exam-

ples of manufacturing management personnel programs

in management systems and industrial engineering

(IE). For additional information on the automation of

education see Chap.44. In this ﬁnal section, as a con-

clusion, we present the issues and outlook for the

automation of education/learning systems, centered on

e-Learning.

If education/learning systems aim at creating new

social value for enterprises and communities by draw-

ing together individual value creation activities [85.85,

86], e-Learning is one systematic approach for the use

of information and communications technology in ed-

ucation/learning systems. Much of the development of

e-Learning to date has focused on basic arrangements

as an effective means to make conventional education

and learning methods more efﬁcient and convenient,

and some accomplishments have been realized [85.87].

Considering the future outlook based on these achieve-

ments, e-Learning has the potential to more directly

link personal value creation to social value. In other

words, e-Learning can directly tie education/learning

activities to the formation of business results and so-

cial capital [85.88, 89]; for example, e-Learning can

go hand in hand with knowledge management, sales

force management, human resources management, en-

terprise information portals, electronic performance

support systems,and community service. The value cre-

ated from such activities will mostly take the form of

intellectual assets, with intellectual value, unlike the

conventional material value of the past [85.90–98]. This

intellectual asset formation is an effort aimed at the ac-

quisition, understanding, and creation of explicit and

tacit knowledge [85.73] that transcends the restrictions

of space and time.

Part I 85.3

1524 Part I Home, Ofﬁce, and Enterprise Automation

Given this outlook, the future development of

e-Learning-related technologies will likely include the

following areas:

1. Technological development issues:

a) Development and application of user-interface

technology to secure human-friendly communi-

cations such as mailing lists,bulletinboards, and

machine translation

b) Response analysis by effective tools and soft-

ware such as simulation, groupware, virtual

reality for analysis of natural language, numeri-

cal expressions, etc.

c) Development and application of 3-D online vir-

tual presentation mechanisms such as Second

Life [85.99]

d) Introduction of expert systems.

2. Man–machine systems issues:

a) Solution for incompletion of learning man-

agement system (LMS) functions from the

following points:

· Secure and maintain learner motivation

· Measures when there are learning deﬁcien-

cies to control teaching and learning process

· Construction of new dynamic evaluation

systems

· Open systems.

b) Limitations of teaching methods (instructor–

learner partnership, collaboration).

Implement the following measures to develop

systems where instructors and learners can

jointly embody the truth that teaching is learn-

ing:

· Public disclosure of good practices

· Instructor training

· Development of teaching methods.

c) Cost-reduction effectiveness:

· Resolution of intellectual property issues.

Diverse e-Learning educational materials

and contents are developed, produced, and

administered through the hands of many

stakeholders. This demands the develop-

ment of systems and management technolo-

gies that protect the rights of these value

creators and also enhance the convenience of

learners and other users.

· Developmentof socialcapital fore-Learning.

Collaboration among application service

providers (ASPs), educational institution

federations, government, and the private

sector to construct and upgrade social infra-

structure for rational costs.

3. Nurturing the e-Learning profession.

Development of systems to educate specialist per-

sonnel to effectively and efﬁciently advance the

series of activities of development, design,introduc-

tion, administration, and evaluation of e-Learning

systems to achieve the desired learning goals, and

development of technologies to evaluate these edu-

cational systems.

References

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85.2 P.B. Seybold, R.T. Marshak: The Customer Revolu-

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85.3 G.M. Piskurich: Self-Directed Learning: A Practical

Guide to Design, Development, and Implementa-

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85.4 J.J. Pear, M. Novak: Computer-aided personalized

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Part I 85