Pub Date : 2023-09-21DOI: 10.1287/ited.2018.0195csu
Eric Huggins, Ivan Guardiola
In the article “Converting Zip Code Data into Distances: A Case Study for Teaching Business Analytics” [Huggins E (2019) INFORMS Trans. Ed. 19(2):105–107], the author demonstrates how to convert a column of zip code data into approximate distances from a default zip code using standard Microsoft (MS) Excel functions and a zip code database. In this case article, we update that case in three specific areas. First, we explore using the relatively new MS Excel Geography Data Type that, in theory at least, eliminates the need to use the zip code database by accessing required information about each zip code directly from the web. Second, we show how to apply the MS Excel Maps feature to this data. Third, although the original article uses approximate straight-line distances, we show how to extract driving distances between two zip codes using public maps and an application programming interface with MS Excel’s =WEBSERVICE() function. Two of these updates are not as straightforward as one might hope: The Geography Data Type returns a significant number of errors and, although driving distances can be determined, there is no “easy” way to do so yet. We discuss these issues in the case teaching note. Supplemental Material: The Teaching Note and data files are available at https://www.informs.org/Publications/Subscribe/Access-Restricted-Materials .
{"title":"An Update to Converting Zip Code Data into Distances Using Microsoft Excel Geography Data Type, Maps, and Including Driving Distances","authors":"Eric Huggins, Ivan Guardiola","doi":"10.1287/ited.2018.0195csu","DOIUrl":"https://doi.org/10.1287/ited.2018.0195csu","url":null,"abstract":"In the article “Converting Zip Code Data into Distances: A Case Study for Teaching Business Analytics” [Huggins E (2019) INFORMS Trans. Ed. 19(2):105–107], the author demonstrates how to convert a column of zip code data into approximate distances from a default zip code using standard Microsoft (MS) Excel functions and a zip code database. In this case article, we update that case in three specific areas. First, we explore using the relatively new MS Excel Geography Data Type that, in theory at least, eliminates the need to use the zip code database by accessing required information about each zip code directly from the web. Second, we show how to apply the MS Excel Maps feature to this data. Third, although the original article uses approximate straight-line distances, we show how to extract driving distances between two zip codes using public maps and an application programming interface with MS Excel’s =WEBSERVICE() function. Two of these updates are not as straightforward as one might hope: The Geography Data Type returns a significant number of errors and, although driving distances can be determined, there is no “easy” way to do so yet. We discuss these issues in the case teaching note. Supplemental Material: The Teaching Note and data files are available at https://www.informs.org/Publications/Subscribe/Access-Restricted-Materials .","PeriodicalId":37137,"journal":{"name":"INFORMS Transactions on Education","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136152609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper develops a spreadsheet simulation methodology for teaching simulation and performance analysis of priority queues with multiple servers, without resorting to macros, add-ins, or array formula. The approach is made possible by a “single overtaking” simplifying assumption under which any lower priority customer may be passed in line by at most one higher priority customer. By increasing the number of overtaking customers, one at a time, the simulation model is extended to the “multiovertaking” case. These simplifying assumptions make such spreadsheet simulations (of more complex queuing networks) accessible to students, and so the paper includes teaching and learning strategies for the classroom. Performance analysis of single-overtaking versus multiovertaking polices is included. Supplemental Material: The online data is available at https://doi.org/10.1287/ited.2022.0037 .
{"title":"Spreadsheet Simulation of Priority Queues","authors":"Thin-Yin Leong, Nang-Laik Ma","doi":"10.1287/ited.2022.0037","DOIUrl":"https://doi.org/10.1287/ited.2022.0037","url":null,"abstract":"This paper develops a spreadsheet simulation methodology for teaching simulation and performance analysis of priority queues with multiple servers, without resorting to macros, add-ins, or array formula. The approach is made possible by a “single overtaking” simplifying assumption under which any lower priority customer may be passed in line by at most one higher priority customer. By increasing the number of overtaking customers, one at a time, the simulation model is extended to the “multiovertaking” case. These simplifying assumptions make such spreadsheet simulations (of more complex queuing networks) accessible to students, and so the paper includes teaching and learning strategies for the classroom. Performance analysis of single-overtaking versus multiovertaking polices is included. Supplemental Material: The online data is available at https://doi.org/10.1287/ited.2022.0037 .","PeriodicalId":37137,"journal":{"name":"INFORMS Transactions on Education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135981322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Because of the limitations on problem size with the built-in optimization solver in Microsoft Excel, other software applications are required to illustrate the power of integer linear programming in spreadsheets. The built-in linear optimization solver in LibreOffice Calc allows much larger problems. In this paper, we build a spreadsheet in LibreOffice Calc to solve sudoku problems and a simple generalization that further illustrates the power of integer linear programming in spreadsheets. The generalization we consider, n-doku, also introduces an interesting puzzle that includes, as a special case, a union of multiple sudoku puzzles. Besides further demonstrating the power of integer linear programming in spreadsheets, we use the n-doku solutions to develop optimization intuition and to, more generally, foster critical thinking. We use this spreadsheet in the classroom to transition from continuous to categorical decisions, emphasizing the idea of one-hot encoding. We also illustrate multiple optima and add preferences to sudoku puzzles as a way introduce multiobjective optimization. Supplemental Material: The online supplement is available at https://doi.org/10.1287/ited.2022.0068 .
{"title":"Integer Linear Programming: Spreadsheet Solver Excellence Without Excel","authors":"Evan Barlow","doi":"10.1287/ited.2022.0068","DOIUrl":"https://doi.org/10.1287/ited.2022.0068","url":null,"abstract":"Because of the limitations on problem size with the built-in optimization solver in Microsoft Excel, other software applications are required to illustrate the power of integer linear programming in spreadsheets. The built-in linear optimization solver in LibreOffice Calc allows much larger problems. In this paper, we build a spreadsheet in LibreOffice Calc to solve sudoku problems and a simple generalization that further illustrates the power of integer linear programming in spreadsheets. The generalization we consider, n-doku, also introduces an interesting puzzle that includes, as a special case, a union of multiple sudoku puzzles. Besides further demonstrating the power of integer linear programming in spreadsheets, we use the n-doku solutions to develop optimization intuition and to, more generally, foster critical thinking. We use this spreadsheet in the classroom to transition from continuous to categorical decisions, emphasizing the idea of one-hot encoding. We also illustrate multiple optima and add preferences to sudoku puzzles as a way introduce multiobjective optimization. Supplemental Material: The online supplement is available at https://doi.org/10.1287/ited.2022.0068 .","PeriodicalId":37137,"journal":{"name":"INFORMS Transactions on Education","volume":"455 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135981454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We introduce a novel type of assessment that allows for efficient grading of higher order thinking skills. In this assessment, a student reviews and corrects a technical memo that has errors in its formulation or process. To overcome the grading challenges imposed by essay-type responses in large undergraduate courses, we provide a Visual Basic for Applications Excel tool for instructors, ensuring efficient grading of student submissions. We report our experience using this type of assessment in a multisection introductory business analytics course over several years and present survey-based evidence indicating that students perceive it to be clear and beneficial for learning.
我们介绍了一种新型的评估，它允许对高阶思维技能进行有效的评分。在这个评估中，学生审查并纠正在其表述或过程中有错误的技术备忘录。为了克服在大型本科课程中论文类型的回答所带来的评分挑战，我们为教师提供了Visual Basic for Applications Excel工具，确保学生提交的有效评分。我们报告了多年来在多部分商业分析入门课程中使用这种评估的经验，并提出了基于调查的证据，表明学生认为这种评估清晰且有利于学习。
{"title":"That’s Incorrect and Let Me Tell You Why: A Scalable Assessment to Evaluate Higher Order Thinking Skills","authors":"Kyle D. S. Maclean, Tiffany Bayley","doi":"10.1287/ited.2023.0020","DOIUrl":"https://doi.org/10.1287/ited.2023.0020","url":null,"abstract":"We introduce a novel type of assessment that allows for efficient grading of higher order thinking skills. In this assessment, a student reviews and corrects a technical memo that has errors in its formulation or process. To overcome the grading challenges imposed by essay-type responses in large undergraduate courses, we provide a Visual Basic for Applications Excel tool for instructors, ensuring efficient grading of student submissions. We report our experience using this type of assessment in a multisection introductory business analytics course over several years and present survey-based evidence indicating that students perceive it to be clear and beneficial for learning.","PeriodicalId":37137,"journal":{"name":"INFORMS Transactions on Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42961600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
G. Colajanni, A. Gobbi, Marinella Picchi, Alice Raffaele, E. Taranto
In this paper, we continue describing the project and the experimentation of Ricerca Operativa Applicazioni Reali (ROAR; in English, Real Applications of Operations Research), a three-year project for higher secondary schools, introduced. ROAR is composed of three teaching units, addressed to Grades 10, 11, and 12, respectively, having the main aim to improve students’ interest, motivation, and skills related to Science, Technology, Engineering, and Mathematics disciplines by integrating mathematics and computer science through operations research. In a previous paper, we reported on the design and implementation of the first unit, started in Spring 2021 at the scientific high school IIS Antonietti in Iseo (Brescia, Italy), in a Grade-10 class. Here, we focus on the second unit, carried out in Winter/Spring 2022 with the same students, now in a Grade-11 class. In particular, we describe objectives, prerequisites, topics and methods, the organization of the lectures, digital technologies used, and a challenging final project. Moreover, we analyze the feedback from students and teachers involved in the experimentation. Funding: G. Colajanni and E. Taranto were partially supported by the research projects Programma Ricerca di Ateneo UNICT 2020-22 linea 2, EEEP&DLaD, and OMNIA, respectively, of the University of Catania. The research of G. Colajanni was also partially supported by the Italian Ministry of University and Research and the European Union for the PON project on Research and Innovation 2014–2020 [Grant D.M. 1062/2021]. A. Raffaele was partially supported by the Gruppo Nazionale per il Calcolo Scientifico. These supports are gratefully acknowledged. Supplemental Material: The online appendix is available at https://doi.org/10.1287/ited.2023.0001 .
在本文中，我们继续描述Ricerca Operativa Applicazioni Reali（ROAR；英文为Real Applications of Operations Research）的项目和实验，这是一个针对高中的三年项目。ROAR由三个教学单元组成，分别面向10、11和12年级，主要目的是通过运筹学整合数学和计算机科学，提高学生对科学、技术、工程和数学学科的兴趣、动机和技能。在之前的一篇论文中，我们报道了第一个单元的设计和实施，该单元于2021年春季在意大利布雷西亚Iseo的IIS Antonietti科学高中10年级开始。在这里，我们重点关注第二单元，该单元于2022年冬春季与同样的学生一起进行，现在是11年级的学生。特别是，我们描述了目标、先决条件、主题和方法、讲座的组织、使用的数字技术以及具有挑战性的期末项目。此外，我们还分析了参与实验的学生和教师的反馈。资金：G.Colajanni和E.Taranto分别得到了卡塔尼亚大学2020-22 linea 2、EEEP和DLaD以及OMNIA研究项目的部分支持。G.Colajanni的研究也得到了意大利大学和研究部以及欧盟2014–2020年PON研究与创新项目的部分支持[Grant D.M.1062/2021]。A.Raffaele得到了Calcolo Scientifico国家集团的部分支持。我们对这些支持表示感谢。补充材料：在线附录可在https://doi.org/10.1287/ited.2023.0001。
{"title":"An Operations Research–Based Teaching Unit for Grade 11: The ROAR Experience, Part II","authors":"G. Colajanni, A. Gobbi, Marinella Picchi, Alice Raffaele, E. Taranto","doi":"10.1287/ited.2023.0001","DOIUrl":"https://doi.org/10.1287/ited.2023.0001","url":null,"abstract":"In this paper, we continue describing the project and the experimentation of Ricerca Operativa Applicazioni Reali (ROAR; in English, Real Applications of Operations Research), a three-year project for higher secondary schools, introduced. ROAR is composed of three teaching units, addressed to Grades 10, 11, and 12, respectively, having the main aim to improve students’ interest, motivation, and skills related to Science, Technology, Engineering, and Mathematics disciplines by integrating mathematics and computer science through operations research. In a previous paper, we reported on the design and implementation of the first unit, started in Spring 2021 at the scientific high school IIS Antonietti in Iseo (Brescia, Italy), in a Grade-10 class. Here, we focus on the second unit, carried out in Winter/Spring 2022 with the same students, now in a Grade-11 class. In particular, we describe objectives, prerequisites, topics and methods, the organization of the lectures, digital technologies used, and a challenging final project. Moreover, we analyze the feedback from students and teachers involved in the experimentation. Funding: G. Colajanni and E. Taranto were partially supported by the research projects Programma Ricerca di Ateneo UNICT 2020-22 linea 2, EEEP&DLaD, and OMNIA, respectively, of the University of Catania. The research of G. Colajanni was also partially supported by the Italian Ministry of University and Research and the European Union for the PON project on Research and Innovation 2014–2020 [Grant D.M. 1062/2021]. A. Raffaele was partially supported by the Gruppo Nazionale per il Calcolo Scientifico. These supports are gratefully acknowledged. Supplemental Material: The online appendix is available at https://doi.org/10.1287/ited.2023.0001 .","PeriodicalId":37137,"journal":{"name":"INFORMS Transactions on Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49110942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Torbjørn H. Netland, Rafael Lorenz, Daniel Kwasnitschka, J. Senoner, Clemens Gróf
The authors develop, use, and evaluate a spherical video-based virtual reality (SVVR) app for teaching operations management. The app contains a 360-degree photo-realistic copy of real factory environments with blended information and gamified exercises. To solve a learning assignment, students virtually immerse themselves in the factory using the app on their smartphones with virtual reality headsets, tablets, or computers. The authors developed the SVVR app together with an industrial partner, implemented it in a graduate-level course on production and operations management, and evaluated it by drawing on app user data, assignment grade scores, and an evaluation survey. The results show that students reported an overall positive learning experience and that students who engaged more in the SVVR app performed better on the assignment. This paper contributes to the literature on SVVR with evidence of the learning effects of SVVR in an operations management curriculum. It provides an example of how SVVR enables virtual factory visits, integrates gamification elements, and can be integrated into teaching. Funding: This work was supported by the ETH Zurich Innovedum.
{"title":"Immersive Learning with Virtual Field Visits: Spherical Video-Based Virtual Reality of Factory Environments","authors":"Torbjørn H. Netland, Rafael Lorenz, Daniel Kwasnitschka, J. Senoner, Clemens Gróf","doi":"10.1287/ited.2022.0067","DOIUrl":"https://doi.org/10.1287/ited.2022.0067","url":null,"abstract":"The authors develop, use, and evaluate a spherical video-based virtual reality (SVVR) app for teaching operations management. The app contains a 360-degree photo-realistic copy of real factory environments with blended information and gamified exercises. To solve a learning assignment, students virtually immerse themselves in the factory using the app on their smartphones with virtual reality headsets, tablets, or computers. The authors developed the SVVR app together with an industrial partner, implemented it in a graduate-level course on production and operations management, and evaluated it by drawing on app user data, assignment grade scores, and an evaluation survey. The results show that students reported an overall positive learning experience and that students who engaged more in the SVVR app performed better on the assignment. This paper contributes to the literature on SVVR with evidence of the learning effects of SVVR in an operations management curriculum. It provides an example of how SVVR enables virtual factory visits, integrates gamification elements, and can be integrated into teaching. Funding: This work was supported by the ETH Zurich Innovedum.","PeriodicalId":37137,"journal":{"name":"INFORMS Transactions on Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42658600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kai Wendt, Daniel Hellwig, Volodymyr Babich, Arnd Huchzermeier
This paper describes the blockchain-enabled token trading game for supply chain management, a web-based supply chain simulation. The game uses blockchain technology’s concepts to create virtual markets for supplier capacity trading among retailers, in which participants take on the role of a retailer, have different valuations for products, and submit an order before knowing their demand; after demand realization, participants trade tokens (claims on the supplier’s capacity) among themselves using virtual markets to maximize their profits. The game provides participants with firsthand experience with how blockchain technology can be used in practice, thus serving as an interactive pedagogical tool. More generally, the game is intended to help supply chain management and blockchain technology students and executives understand the challenges of serving uncertain customer demand and the role of virtual markets in providing an effective remedy for reconciling supply and demand, thus improving supply chain performance. Supplemental Material: The supplemental material is available at https://doi.org/10.1287/ited.2023.0015 . The Teaching Note and PowerPoint presentation are available at https://www.informs.org/Publications/Subscribe/Access-Restricted-Materials .
{"title":"DISASTER: Blockchain-Enabled Token Trading Game for Supply Chain Management","authors":"Kai Wendt, Daniel Hellwig, Volodymyr Babich, Arnd Huchzermeier","doi":"10.1287/ited.2023.0015","DOIUrl":"https://doi.org/10.1287/ited.2023.0015","url":null,"abstract":"This paper describes the blockchain-enabled token trading game for supply chain management, a web-based supply chain simulation. The game uses blockchain technology’s concepts to create virtual markets for supplier capacity trading among retailers, in which participants take on the role of a retailer, have different valuations for products, and submit an order before knowing their demand; after demand realization, participants trade tokens (claims on the supplier’s capacity) among themselves using virtual markets to maximize their profits. The game provides participants with firsthand experience with how blockchain technology can be used in practice, thus serving as an interactive pedagogical tool. More generally, the game is intended to help supply chain management and blockchain technology students and executives understand the challenges of serving uncertain customer demand and the role of virtual markets in providing an effective remedy for reconciling supply and demand, thus improving supply chain performance. Supplemental Material: The supplemental material is available at https://doi.org/10.1287/ited.2023.0015 . The Teaching Note and PowerPoint presentation are available at https://www.informs.org/Publications/Subscribe/Access-Restricted-Materials .","PeriodicalId":37137,"journal":{"name":"INFORMS Transactions on Education","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135016334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alejandro Arenas-Vasco, Eduwin J. Aguirre-González, Camila Camacho, Juan G. Villegas
Funding: The authors thank Universidad de Antioquia and Universidad ESUMER who have financed this research. Supplemental Material: The e-companion is available at https://doi.org/10.1287/ited.2022.0029 . The Teaching Note is available at https://www.informs.org/Publications/Subscribe/Access-Restricted-Materials .
{"title":"Among Us as an Operations Research Problem","authors":"Alejandro Arenas-Vasco, Eduwin J. Aguirre-González, Camila Camacho, Juan G. Villegas","doi":"10.1287/ited.2022.0029","DOIUrl":"https://doi.org/10.1287/ited.2022.0029","url":null,"abstract":"Funding: The authors thank Universidad de Antioquia and Universidad ESUMER who have financed this research. Supplemental Material: The e-companion is available at https://doi.org/10.1287/ited.2022.0029 . The Teaching Note is available at https://www.informs.org/Publications/Subscribe/Access-Restricted-Materials .","PeriodicalId":37137,"journal":{"name":"INFORMS Transactions on Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46234931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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