Genetic based discrete particle swarm optimization for elderly day care center timetabling

The timetabling problem of local Elderly Day Care Centers (EDCCs) is formulated into a weighted maximum constraint satisfaction problem (Max-CSP) in this study. The EDCC timetabling problem is a multi-dimensional assignment problem, where users (elderly) are required to perform activities that require different venues and timeslots, depending on operational constraints. These constraints are categorized into two: hard constraints, which must be fulfilled strictly, and soft constraints, which may be violated but with a penalty. Numerous methods have been successfully applied to the weighted Max-CSP; these methods include exact algorithms based on branch and bound techniques, and approximation methods based on repair heuristics, such as the min-conflict heuristic. This study aims to explore the potential of evolutionary algorithms by proposing a genetic-based discrete particle swarm optimization (GDPSO) to solve the EDCC timetabling problem. The proposed method is compared with the min-conflict random-walk algorithm (MCRW), Tabu search (TS), standard particle swarm optimization (SPSO), and a guided genetic algorithm (GGA). Computational evidence shows that GDPSO significantly outperforms the other algorithms in terms of solution quality and efficiency

Using Distributed Agents to Create University Course Timetables Addressing Essential & Desirable Constraints and Fair Allocation of Resources

In this study, the University Course Timetabling Problem (UCTP) has been investigated. This is a form of Constraint Satisfaction Problem (CSP) and belongs to the NP-complete class. The nature of a such problem is highly descriptive, a solution therefore involves combining many aspects of the problem. Although various timetabling algorithms have been continuously developed for nearly half a century, a gap still exists between the theoretical and practical aspects of university timetabling. This research is aimed to narrow the gap. We created an agent-based model for solving the university course timetabling problem, where this model not only considers a set of essential constraints upon the teaching activities, but also a set of desirable constraints that correspond to real-world needs. The model also seeks to provide fair allocation of resources. The capabilities of agents are harnessed for the activities of decision making, collaboration, coordination and negotiation by embedding them within the protocol designs. The resulting set of university course timetables involve the participation of every element in the system, with each agent taking responsibility for organising of its own course timetable, cooperating together to resolve problems. There are two types of agents in the model; these are Year-Programme Agent and Rooms Agent. In this study, we have used four different principles for organising the interaction between the agents: First-In-First-Out & Sequential (FIFOSeq), First-In-First-Out & Interleaved (FIFOInt), Round-Robin & Sequential (RRSeq) and Round-Robin & Interleaved (RRInt). The problem formulation and data instances of the third track of the Second International Timetabling Competition (ITC-2007) have been used as benchmarks for validating these implemented timetables. The validated results not only compare the four principles with each other; but also compare them with other timetabling techniques used for ITC-2007. The four different principles were able to successfully schedule all lectures in different periods, with no instances of two lectures occupying the same room at the same time. The lectures belonging to the same curriculum or taught by the same teacher do not conflict. Every lecture has been assigned a teacher before scheduling. The capacity of every assigned room is greater than, or equal to, the number of students in that course. The lectures of each course have been spread across the minimum number of working days with more than 98 percent success, and for more than 75 percent of the lectures under the same curriculum, it has been possible to avoid isolated deliveries. We conclude that the RRInt principle gives the most consistent likelihood of ensuring that each YPA in the system gets the best and fairest chance to obtain its resources

Planning, Scheduling, and Timetabling in a University Setting

Methods and procedures for modeling university student populations, predicting course enrollment, allocating course seats, and timetabling final examinations are studied and proposed. The university enrollment model presented uses a multi-dimensional state space based on student demographics and the Markov property, rather than longitudinal data to model student movement. The procedure for creating adaptive course prediction models uses student characteristics to identify groups of undergraduates whose specific course enrollment rates are significantly different than the rest of the university population. Historical enrollment rates and current semester information complete the model for predicting enrollment for the coming semester. The course prediction model aids in the system for reserving course seats for new students during summer registration sessions. The seat release model addresses how to estimate seat need each session, how to release seats among multiple course sections, and how to predict seat shortages and surpluses. Finally, procedures for creating reusable university final examination timetables are developed and compared. Course times, rather than individual courses, are used as the assignment elements because the demand for course times remains relatively constant despite changes in course schedules. Our heuristic procedures split the problem into two phases: a clustering phase--to minimize conflicts--and a sequencing phase--to distribute exams throughout finals week while minimizing the occurrence of consecutive exams. Results for all methods are compared using enrollment data from Clemson University

A matheuristic for customized multi-level multi-criteria university timetabling

Course timetables are the organizational foundation of a university’s educational program. While students and lecturers perceive timetable quality individually according to their preferences, there are also collective criteria derived normatively such as balanced workloads or idle time avoidance. A recent challenge and opportunity in curriculum-based timetabling consists of customizing timetables with respect to individual student preferences and with respect to integrating online courses as part of modern course programs or in reaction to flexibility requirements as posed in pandemic situations. Curricula consisting of (large) lectures and (small) tutorials further open the possibility for optimizing not only the lecture and tutorial plan for all students but also the assignments of individual students to tutorial slots. In this paper, we develop a multi-level planning process for university timetabling: On the tactical level, a lecture and tutorial plan is determined for a set of study programs; on the operational level, individual timetables are generated for each student interlacing the lecture plan through a selection of tutorials from the tutorial plan favoring individual preferences. We utilize this mathematical-programming-based planning process as part of a matheuristic which implements a genetic algorithm in order to improve lecture plans, tutorial plans, and individual timetables so as to find an overall university program with well-balanced timetable performance criteria. Since the evaluation of the fitness function amounts to invoking the entire planning process, we additionally provide a proxy in the form of an artificial neural network metamodel. Computational results exhibit the procedure’s capability of generating high quality schedules

Aspects of computerised timetabling

This research considers the problem of constructing high school timetables using a computer. In the majority of high schools, termly or yearly timetables are still being produced manually. Constructing a timetable is a hard and time consuming task which is carried out repeatedly thus a computer program for assisting with this problem would be of great value. This study is in three parts. First. an overall analysis of the problem is undertaken to provide background knowledge and to identify basic principles in the construction of a school timetable. The characteristics of timetabling problems are identified and the necessary data for the construction of a timetable is identified. The first part ends with the production of a heuristic model for generating an initial solution that satisfies all the hard constraints embodied in the curriculum requirements. The second stage of the research is devoted to designing a heuristic model for solving a timetable problem with hard and medium constraints. These include constraints like the various numbers of common periods, double periods and reducing the repeated allocation of a subject within any day. The approaches taken are based on two recently developed techniques, namely tabu search and simulated annealing. Both of these are used and comparisons of their efficiency are provided. The comparison is based on the percentage fulfilment of the hard and medium requirements. The third part is devoted to one of the most difficult areas in timetable construction, that is the softer requirements which are specific to particular schools and whose satisfaction is not seen as essential. This section describes the development of an expert system based on heuristic production rules to satisfy a range of soft requirements. The soft requirements are studied and recorded as rules and a heuristic solution is produced for each of the general requirements. Different levels of rule are developed, from which the best possible solution to a particular timetable problem is expertly produced. Finally, possible extensions of the proposed method and its application to other types of the timetabling problem are discussed

Developing novel meta-heuristic, hyper-heuristic and cooperative search for course timetabling problems

The research presented in this PhD thesis focuses on the problem of university course timetabling, and examines the various ways in which metaheuristics, hyperheuristics and cooperative heuristic search techniques might be applied to this sort of problem. The university course timetabling problem is an NP-hard and also highly constrained combinatorial problem. Various techniques have been developed in the literature to tackle this problem. The research work presented in this thesis approaches this problem in two stages. For the first stage, the construction of initial solutions or timetables, we propose four hybrid heuristics that combine graph colouring techniques with a well-known local search method, tabu search, to generate initial feasible solutions. Then, in the second stage of the solution process, we explore different methods to improve upon the initial solutions. We investigate techniques such as single-solution metaheuristics, evolutionary algorithms, hyper-heuristics with reinforcement learning, cooperative low-level heuristics and cooperative hyper-heuristics. In the experiments throughout this thesis, we mainly use a popular set of benchmark instances of the university course timetabling problem, proposed by Socha et al. [152], to assess the performance of the methods proposed in this thesis. Then, this research work proposes algorithms for each of the two stages, construction of initial solutions and solution improvement, and analyses the proposed methods in detail. For the first stage, we examine the performance of the hybrid heuristics on constructing feasible solutions. In our analysis of these algorithms we discovered that these hybrid approaches are capable of generating good quality feasible solutions in reasonable computation time for the 11 benchmark instances of Socha et al. [152]. Just for this first stage, we conducted a second set of experiments, testing the proposed hybrid heuristics on another set of benchmark instances corresponding to the international timetabling competition 2002 [91J. Our hybrid construction heuristics were also capable of producing feasible solutions for the 20 instances of the competition in reasonable computation time. It should be noted however, that most of the research presented here was focused on the 11 problem instances of Socha et al. [152]. For the second stage, we propose new metaheuristic algorithms and cooperative hyper-heuristics, namely a non-linear great deluge algorithm, an evolutionary nonlinear great deluge algorithm (with a number of new specialised evolutionary operators), a hyper-heuristic with a learning mechanism approach, an asynchronous cooperative low-level heuristic and an asynchronous cooperative hyper-heuristic. These two last algorithms were inspired by the particle swarm optimisation technique. Detailed analyses of the proposed algorithms are presented and their relative benefits discussed. Finally, we give our suggestions as to how our best performing algorithms might be modified in order to deal with a wide range of problem domains including more real-world constraints. We also discuss the drawbacks of our algorithms in the final section of this thesis

Developing novel meta-heuristic, hyper-heuristic and cooperative search for course timetabling problems

The research presented in this PhD thesis focuses on the problem of university course timetabling, and examines the various ways in which metaheuristics, hyperheuristics and cooperative heuristic search techniques might be applied to this sort of problem. The university course timetabling problem is an NP-hard and also highly constrained combinatorial problem. Various techniques have been developed in the literature to tackle this problem. The research work presented in this thesis approaches this problem in two stages. For the first stage, the construction of initial solutions or timetables, we propose four hybrid heuristics that combine graph colouring techniques with a well-known local search method, tabu search, to generate initial feasible solutions. Then, in the second stage of the solution process, we explore different methods to improve upon the initial solutions. We investigate techniques such as single-solution metaheuristics, evolutionary algorithms, hyper-heuristics with reinforcement learning, cooperative low-level heuristics and cooperative hyper-heuristics. In the experiments throughout this thesis, we mainly use a popular set of benchmark instances of the university course timetabling problem, proposed by Socha et al. [152], to assess the performance of the methods proposed in this thesis. Then, this research work proposes algorithms for each of the two stages, construction of initial solutions and solution improvement, and analyses the proposed methods in detail. For the first stage, we examine the performance of the hybrid heuristics on constructing feasible solutions. In our analysis of these algorithms we discovered that these hybrid approaches are capable of generating good quality feasible solutions in reasonable computation time for the 11 benchmark instances of Socha et al. [152]. Just for this first stage, we conducted a second set of experiments, testing the proposed hybrid heuristics on another set of benchmark instances corresponding to the international timetabling competition 2002 [91J. Our hybrid construction heuristics were also capable of producing feasible solutions for the 20 instances of the competition in reasonable computation time. It should be noted however, that most of the research presented here was focused on the 11 problem instances of Socha et al. [152]. For the second stage, we propose new metaheuristic algorithms and cooperative hyper-heuristics, namely a non-linear great deluge algorithm, an evolutionary nonlinear great deluge algorithm (with a number of new specialised evolutionary operators), a hyper-heuristic with a learning mechanism approach, an asynchronous cooperative low-level heuristic and an asynchronous cooperative hyper-heuristic. These two last algorithms were inspired by the particle swarm optimisation technique. Detailed analyses of the proposed algorithms are presented and their relative benefits discussed. Finally, we give our suggestions as to how our best performing algorithms might be modified in order to deal with a wide range of problem domains including more real-world constraints. We also discuss the drawbacks of our algorithms in the final section of this thesis