Designing an Open Virtual Factory of Small and Medium-sized Enterprises for Industrial Engineering Education

Curriculum of Industrial Engineering program must accomplish the requirement that graduates have the ability to design, develop, implement, and improve integrated system that include people, materials, equipment and energy. However, it is not easy to implement a curriculum that fosters such competencies. One of the strategies to achieve that is using an innovative learning media, so that the problem-based learning (PBL) can be accustomed. In this paper, we design a web-based enterprise resources planning. It is aimed to capture the real problem of small and medium-sized enterprises (SMEs) in bottled drinking water industries. The integrated system can be illustrated as ERP application that designed by using free open source software (FOSS). This research aimed to utilize the application to improve teaching methods in IE education. The result of the research can be used to improve the competencies of IE students, especially the abilities to identify, formulate, and solve the activities of the business process improvement in SMEs. Keywords Industrial engineering education, FOSS, innovative learning media, problem-based learnin

Exploring quantitative skills provision in European logistics and supply chain education

Paper presented at 20th ISL, 5th – 8th July 2015, Bologna Italy Abstract: Logistics comprises functional ‘stop’ and ‘go’ activities such as warehousing, inventory management and transport, and logistics strategy has focussed on making these activities more efficient, effective and relevant (Grant, 2012). Techniques for doing so require quantitative skills for logistical system design and analysis and hence logisticians should possess a degree of quantitative skills to undertake these tasks. The broader concept of supply chain management (SCM) includes developing and managing relationships with stakeholders, internally and externally, along the supply chain– such stakeholders include shareholders, employees, customers, suppliers and possibly even competitors in collaborative opportunities. Accordingly, both logisticians and supply chain managers should also embrace ‘softer’ management and less quantitative skills in order to achieve these functions. However, this is not to say that both types of skills are not required at all levels

A Generic Integrated and Interactive Framework (GIIF) for Developing Information Literacy Skills in Higher Education

Information literacy (IL) is defined as “the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning” (ACRL 2015, p.3). The term IL was originally confined to library and IT skills (Behrens, 1994; Johnston & Webber, 2003) but has since received increasing international interest. It is considered as an important 21st century skill in combination with critical thinking (Kong, 2014), and is perceived as basic human right within the digital world (UNESCO, 2008). The importance of IL within the contemporary information society has been acknowledged due to its relevance to lifelong learning (Bruce, 1999; Johnston & Webber, 2003; Podgornik, Dolničar, Šorgo, & Bartol, 2016). The IL competency of higher education students is significantly increased by the integration of IL elements in the classroom (e.g. Cochrane, 2006; Kennedy & Monty, 2008; Price, Becker, Clark & Collins, 2011; Kong 2014; Sandercock 2016). However, IL skills of students are often limited to beginner levels (Henkel, Grafmüller, & Gros 2018). Faculty and librarians need to develop a shared understanding of the IL skills and competencies graduates should possess (Sandercock, 2016). In Ireland, the Working Group on Information Literacy (WGIL) was set up to focus on collaborative ways in which IL education can be further developed (O’Brien & Russell, 2012). Thus in this context (and driven by the calls for the development of integrated curricula for IL) we attempt to develop a Generic, Integrated and Interactive Framework (GIIF) for developing IL skills in higher education, with learning and teaching methods informed by the principles of gamification. The proposed GIIF will strengthen the IL skills of DIT graduates, develop their disciplinary expertise and judgment and facilitate them in advancing existing knowledge through innovation

The Effect of Virtual Clinical Gaming Simulations on Student Learning Outcomes in Medical-Surgical Nursing Education Courses

The purpose of this study was to determine what the effects of virtual clinical simulation instruction were on the learning outcomes of students in higher education medical-surgical nursing education courses. This study fills a gap in the literature by adding data to the body of knowledge related to the use of this strategy for practical application in the classroom. This study used a causal comparative design. Data were acquired from the ATI Content Mastery Series (CMS) 2.1 Medical Surgical Examination ™ information for the fall 2006 through fall 2008 academic semesters. Additionally, data were collected using a pre- and post-course Medical-Surgical Nursing Self-Assessment Survey administered to the medical-surgical virtual clinical simulation comparison group during the fall 2008 semester. Participants were higher education undergraduate medical surgical nursing students at one urban private university enrolled during the 2008-2009 academic year. Students were fluent English speakers and had a grade point average (GPA) of 2.5 or greater in nursing coursework. Participation in the survey was voluntary. Benefits of the research included positive effects of using virtual clinical simulation to deliver medical-surgical nursing content. Findings revealed that students who received virtual clinical simulation instruction significantly demonstrated (p = .000) for medical surgical content mastery and 100% of students demonstrated positive growth (p = .000) in perceived competency. Results empower nursing stakeholders such as administrators, program chairs, faculty, and students with information for decision-making about learning outcomes, limitations, and recommendations related to the use of virtual clinical simulations in medical-surgical nursing education courses

A Pedagogy for Original Synners

Part of the Volume on Digital Young, Innovation, and the UnexpectedThis essay begins by speculating about the learning environment of the class of 2020. It takes place entirely in a virtual world, populated by simulated avatars, managed through the pedagogy of gaming. Based on this projected version of a future-now-in-formation, the authors consider the implications of the current paradigm shift that is happening at the edges of institutions of higher education. From the development of programs in multimedia literacy to the focus on the creation of hybrid learning spaces (that combine the use of virtual worlds, social networking applications, and classroom activities), the scene of learning as well as the subjects of education are changing. The figure of the Original Synner is a projection of the student-of-the-future whose foundational literacy is grounded in their ability to synthesize information from multiple information streams

Simulation-based education involving online and on-campus models in different European universities

Simulation-based education (SE) refers to the use of simulation software, tools, and serious games to enrich the teaching and learning processes. Advances in both computer hardware and software allow for employing innovative methodologies that make use of SE tools to enhance the learning experience. Moreover, thanks to the globalisation of e-learning practices, these educational experiences can be made available to students from different geographical regions and universities, which promotes the development of international and inter-university cooperation in education. This paper provides a review of recent works in the SE subject, with a focus on the areas of engineering, science, and management. It also discusses some experiences in SE involving different European universities and learning models. Finally, it also points out open challenges as well as noticeable trends

Developing self-management and teamwork using digital games in 3D simulations

Producción CientíficaEmerging technologies are providing opportunities for designing new learning environments, especially environments in which students can learn by putting their skills into practice. Knowledge about the development of these experiences needs to be accumulated and processed so that they can be integrated effectively into training programmes. In this study we describe how transferable skills such as self-management and teamwork have been developed by 70 Spanish students of Education and Marketing. The learning experience comprised a serious game designed in a 3D simulation environment. For the analysis, two analytical rubrics were taken as references. Descriptive statistics and non-parametric tests such as Mann-Whitney U and Spearman rho were conducted for comparison and correlation analysis. Our results showed that the students performed well and had a positive perception of the suitability of using the simulation environment for the development of transferable skills. We also found that women performed better than men in activities involving teamwork, especially communication tasks.Ministerio de Ciencia e Innovación (Proyecto EDU2008-01479