Teaching Logistics without Formal Classes: a case study

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1 Teaching Logistics without Formal Classes: a case study Maria Antónia Carravilla, José Fernando Oliveira Faculty of Engineering, University of Porto {mac,jfo}@fe.up.pt Abstract In this paper we will present a case study concerning the teaching of Logistics in the Computers and Electrical Engineering degree at the Faculty of Engineering of the University of Porto. This is an optional course, taken in the last semester. During the course there are no formal classes, that is, no lectures with the teacher presenting the subjects covered by the course. All the learning strategy is based upon the autonomous learning capacity, which of course is improved during the course. The students are organised in groups and their autonomous work is motivated by presentations that each group has to give each other week. After each presentation a discussion period is opened, which can be used by the teachers, not only to evaluate the involvement of each member of the group in the work, but also, interactively with the students, to complement the presentation when there are some relevant issues that were not mentioned. Each group has a leader, which changes every presentation, who is responsible for the group management and tasks distribution. It is also the leader that will give the presentation. All the students have the opportunity to act as leaders. In the weeks in which there are no presentations, a leaders meeting with the teachers happens, where they explain how the work is being organised and what each group is planning to speak about. During these meetings the teachers have the opportunity to introduce corrections in the groups and leaders strategy and plans. Assessment is based on: the formal quality of the presentation, either in what concerns the materials and the speaker's performance; the technical correctness and completeness in the way subjects are treated; leadership capacity. While the teachers evaluate the two first issues, peers evaluate leadership. Final results concerning the course evaluation by the students and the final student's marks will be presented. Keywords: course organisation; teamwork; soft skills. 1 Introduction Most of the courses taught in our Universities were created to respond to the requests of mass education. Teachers give lectures to large amounts of students they don t even get to know. As Sir Graham Hills et al [1] claim Far from being a place of inspiration, the lecture theatre is often the graveyard of motivation. The students, even if they learn the subjects taught, are not trained to acquire other skills and are never evaluated for their other skills. There is much evidence of support for the further development of a range of skills during higher education, including what we term the key skills of communication, both oral and written, numeracy, the use of communications and information technology, and learning how to learn. We see these as necessary outcomes of all higher education programmes. [2]. To avoid getting into the traps of mass education, the logistics course was designed based on the basic assumption that there are no lectures given by the teachers. The learning strategy is based upon autonomous learning, leadership and teamwork. Teaching Logistics is a way to prepare the students for some aspects of the new life they will be facing at the end of the degree, within less than half a year. As stated in [1]: If education is for life, then education must be revered and enjoyed. Training is beneficial because the context of master and apprentice is intrinsically human, two-sided and intimate. It is the task of the professor to enthusiasm the students, charismatically in a larger audience or personally in a tutorial. There is no other way. 2 The Logistics course The Logistics course is offered as an optional course in the last semester of the degree in Computers and Electrical Engineering of the Faculty of Engineering of the University of Porto. This course was originally conceived for students following the branch of Industrial Automation, Production and Electronics, which is the branch of the degree most closely related to the industrial environment. Consequently, within this branch, several courses on Operations Research and Operations Management are offered, some mandatory and a few optional. The Logistics course is optional but, given the structure of the degree, can be chosen not only by the industry driven students but also by the students of the other two branches of the degree: Power Systems and Computers, Electronics and Telecommunications. In the final semester of the degree students are supposed to run a final seminar or project, sometimes within companies outside the Faculty, and have only to take one course in

2 parallel with this work. It is in this context that the Logistics course is offered. In Figure 1 the structure of the degree, for the Industrial Automation, Production and Electronics branch is presented. As some students are working outside the Faculty site during this semester, classes of the courses that are offered in parallel always run on Fridays or Mondays, to allow for 4 continuous days of work in the seminar or project. The Logistics course takes a block of 4 hours, on Friday afternoon, during the whole semester (typically 14 weeks). The course has been offered since 1999/2000 and the experiment here reported concerns editions of the course. During these editions the number of students taking the course ranged between 16 and st year EEC1101 Algebra,5 EEC1102 Análise Matemática I,5 EEC110 Introdução à Actividade,5 Laboratorial EEC1104 Programação,5 EEC1105 Quimica Aplicada à A:2- Electrotecnia 1 EEC1204 Sistemas Digitais,5 A:1-1 2 nd year,5 EEC2101 Análise Matemática III EEC2102 Análise Numérica,5 EEC210 Electromagnetismo,5 EEC2104 Microprocessadores,5 EEC2105 Teoria do Sinal rd year EEC101 Electrotecnia Teórica EEC1201 Análise Matemática II,5 EEC1202 Física dos Estados da Matéria EEC120 Introdução à Mecânica,5 Clássica EEC1105 Quimica Aplicada à A:2- Electrotecnia 2 EEC1204 Sistemas Digitais,5 A:1-2 EEC1205 Teoria dos Circuitos,5 EEC2201 Algoritmos e Estruturas de,5 Dados EEC2202 Circuitos e Sistemas,5 EEC220 Ondas,5 EEC2206 Probabilidades e Estatística,5 EEC2205 Sistemas Eléctricos de Energia I EEC241 Automação Industrial (A),5 EEC102 Instrumentação e Medidas,5 EEC242 Electrónica II (A),5 EEC10 Teoria dos Sistemas,5 EEC141 Electrónica I (A),5 EEC142 Máquinas Eléctricas I (A),5 4 th year EEC4145 Controlo Digital,5 EEC4148 Electrónica de Potência,5 EEC4147 Fundamentos de Sistemas de,5 Informação EEC4101 Investigação Operacional EEC4146 Sistemas de Automação,5 EEC24 Instalações Eléctricas (A) EEC246 Sensores e Instrumentação,5 (A) EEC244 Telecomunicações I (A),5 EEC4249 Redes de Computadores EEC424 Sistemas Baseados em,5 Microprocessadores EEC4248 Sistemas de Accionamento e,5 Movimentação Opção: Optativa Condicionada I (A) Escolha : 1 disciplina(s) créditos EEC4250 Gestão de Operações EEC414 Instrumentação Electrónica Opção: Optativa I (A) Escolha : 1 disciplina(s) créditos EEC4244 Complementos de Investigação Operacional EEC524 Métodos de Optimização 5 th year EEC5146 Análise de Sistemas e Gestão de Projectos EEC5101 Economia e Gestão,5 EEC5141 Qualidade,5 Opção: Optativa Condicionada II (A) Escolha : 1 disciplina(s) créditos EEC5147 Sistema de Electrónica EEC5148 Sistemas de Informação Empresarial Opção: Optativa II (A) EEC4251 Sistemas Baseados em Lógica Difusa EEC5040 Projecto, Seminário ou 10 Trabalho Final do Curso (A) Opção: Optativa III (A) Escolha : 1 disciplina(s) créditos EEC5277 Logística EEC5249 Métodos de Análise de Sistemas Produtivos EEC5250 Robótica Escolha : 1 disciplina(s) créditos EEC512 Seminário de Sistemas de Automação, Produção e Electrónica Industrial EEC5145 Sistemas de Apoio à Decisão EEC5149 Sistemas de Tempo Real EEC5150 Tecnologia de Sistemas de Controlo e Automação Figure 1: Logistics within the structure of the degree. Basic assumptions This pedagogical experiment was based in a few basic assumptions, which we believe that, in the context of a course like Logistics with this insertion in the degree syllabus, are right at a large extension, large enough to make us decide to completely assume them without compromises. This first assumption is that more important than what students learn is how they learn. We are speaking of students

3 in their last semester of the degree, taking an optional course, which means that they could perfectly graduate without an idea concerning these subjects. On the other hand it is their last chance of learning in a controlled environment. Secondly, at this stage of their learning process, when the outside world is already knocking at their doors, soft skills are as important than technical skills. Finally, we believe that students work very much if they are motivated and if they are correctly rewarded for their work. Many times a lot of work is demanded to students but at the end the final written examination is the more important factor for assessment. It is difficult to motivate students to put a lot of effort in something that in the end will represent a quarter or less of their final mark. So, the assumption that written examinations are not necessarily better (more precise, fair, etc.) ways of assessing students is the last assumption that underlies the course implementation that is described in this paper. 4 The course organisation During the course there are no formal classes, that is, no lectures with the teacher presenting the subjects covered by the course. The first week of the course is for start-up, i.e. explaining the students how the course will be organised, how the learning process is implemented and how will be assessment. Then, the following 10 weeks are divided by 5 themes that are assigned to students: 1. Origins and history of Logistics, Logistics activities, the Logistics chain, Logistics and e-commerce 2. Location and layouts. Distribution and transportation 4. Warehouses and materials movement 5. Logistics and Just-in-time For each theme (a 2 weeks cycle) students should make a bibliography research, study the theme, prepare a presentation and finally give an oral presentation in class. At the end of the semester, one or two weeks (depending on the number of weeks of each particular semester) are used for invited talks, given by experienced practitioners, that present real world Logistics problems and solutions. Examples of these talks are: Software ERP from JDEdwards (presented by the DoIt company, Portuguese representatives of this software). SOGENAVE a food distribution company (development of new algorithms to optimise trucks routes) The year 2000 toys campaign of Modelo Continente (presented by the Comercial Director of Modelo Continente) The launching of Optimus prepaid mobile phones (presented by the Logistics Director) The last week of the semester is used for the course evaluation and peer assessment by the students. 5 Students organisation We believe that the more interesting aspect of this case study is how the tasks described in the last section are organised and implemented, as the paradigm itself is well known. Students are organised in large groups, typically 4 groups with 4 to 5 students each. By having large groups, cooperation is promoted and teamwork is trained and reinforced. Students are used to work in 2-student small group. This originates group work where two students are looking at the same time to the same computer screen, thinking about the same problems at the same moment, building upon each other ideas. With these large groups we look for the opposite: individualised and different tasks should be assigned to each team member, with the collective result dependent on each one of the students. Coordination and leadership are required and trained. Although this will be discussed later on, saying now that the mark is given to the group, without any differentiation among the elements of a group, helps to understand how groups have to work. It is each student s task to have the group running well. The idea that if I work well I will have my mark, independently of my colleagues will not succeed here. Large groups demand leadership. Each group has a leader, appointed by the teachers. All students will be obliged to act as leaders. The leader will have to organise and assign tasks to each member of the group. A well-organised work distribution is desired and valued by the teachers. Later on, he will have to take decisions on what to include in the final presentation and give the oral presentation in class. Each leader will be independently assessed by his performance as leader by his own colleagues. It is desirable that students learn to work with everyone, the colleagues they know and like more and the colleagues they do not know or those they personally like less. Moreover, it is fundamental to block all arrangements among students. By arrangements we mean combinations of working more for one theme and then not working for another theme. A regular and steady work along the semester is looked for. To achieve this: Groups are defined by the teachers Groups change for every theme Groups are nor known in advance

4 6 The 2 weeks cycle for each theme Each 2 weeks cycle, corresponding to a different theme, different groups and different leaders. It starts in the end of the class that closes the previous cycle. The teachers announce the constitution of the groups, who will be the leaders and which are the topics that each group will cover within the theme. Although the theme is the same, and all students must get a general overview of it, group specialisation will increase the extension of the subjects covered, will allow different viewpoints over the theme and enrich the class where the oral presentations will take place. In the Logistics course, for each theme, typical topics are: Basic concepts related with that theme Strategic approaches Quantitative approaches algorithms Real world problems/applications/software This is the moment when usually students arrange or have a first meeting of each group. In this first meeting they usually agree on a first bibliographic research, done by all elements. After having a general perspective of the topic they decide on which aspects should be emphasised, divide tasks and repeat the research, focusing on each one s assignment. One week after, at class timetable, the group leaders meet with the teachers the leaders meeting. In this meeting, which lasts between one and two hours, each leader explains how tasks were divided among the group members and presents the plan of the presentation of his group. The teachers evaluate if the students have correctly focused on the topic and help them to correct their approach. If necessary additional literature is suggested. All together, teachers and students detect overlaps between groups and try to eliminate them. Moreover students exchange sources of information. It is common to have students that have found in their research material useful to other groups, offering it and making suggestions to the other leaders. During the second week the leaders organise with their group the last stage of the work, in which the strategy and structure presented in the leaders meeting is implemented and filled in. The oral presentation is prepared and rehearsed, together with the multimedia materials of support. Usually students base their presentations on slides projections with text, images and pictures. Some groups even introduce small movies. During this week teachers keep available to answer questions, suggest alternative bibliography, etc. Finally, at the end of the week, the class with all the students and both teachers present takes place. 7 The class 7.1 Presentations and discussion Each group occupies a one-hour slot of time. Ten minutes are used for set-up, i.e. switching laptops or loading the presentation, preparing the projection, taking their places. The oral presentation itself takes 25 minutes and is given by the leader. The other 25 minutes are for discussion with the colleagues and the teachers. This is potentially the most important and fruitful part of the class. Students of the other groups are encouraged to ask questions and discuss the choices made by each group. This is possible because all the students are aware of the theme, although each group approached it through a different perspective. After a few sessions it is usual to hear expressions as I am very curious to see how they have tackled and I am looking forward to see what they have valued.. On the other hand the participation of each student in this discussion phase is evaluated by the teachers and contributes for the final assessment of the each student. After the first sessions, in which the students start by trying not to question the colleagues thinking they are benefiting them with such an attitude, they quickly realise that all profit from a participated discussion and gain enough confidence on the teachers attitude of valuing the participation, doubts and questions more than saying always what is right and correct. During this discussion phase teachers discuss the subjects, ask the leader and the other members of the group about the presentation and the topic itself in order to (1) highlight important aspects of the subjects that had not been properly highlighted, (2) complement the information passed in the presentation, () correct mistakes that the students may have made and (4) evaluate the participation of each group member in the work. Once again, it is not supposed that each student has the same insight over all the material presented by the group, but usually the teachers ask who has tackled a particular topic that they want to be clarified and address directly that student that should be the expert of the group on the topic. These 25 minutes are also used to comment the performance of the leader while giving the presentation, and the presentation design (e.g. legibility). The teachers give some advise on communication strategies and slides design and try to help students improving their communicational skills. It is obvious that students are not all equal and while a few of them are good communicators by nature, others need to make a big effort to perform well. However, at the end all have improved their behaviour skills and some are real revelations. Besides the formal aspects of the presentation, the slides are corrected from the technical viewpoint and later published on the web site of the course.

5 From our experience we believe that is crucial to have two teachers present to moderate, motivate and control this process. It enriches the discussion and allows to catch a lot of details that would be lost if just one person was present. 7.2 Students attendance From the last paragraphs it becomes clear that the presence of the students in these presentation sessions is fundamental for their learning process. So, it was needed to discourage as much as possible absences. To achieve that the following rules were announced and followed: If a student is absent he will not have a mark for the work that his group presented at that class, even if he worked in its preparation during the previous two weeks. If a student arrives late and does not attend the presentation of one group he will have to write a resume of that presentation, otherwise he will have a 25% penalty for each presentation he did not attend. A justified absence can be compensated by an individual written monograph about the theme (all topics) of that class. These rules originated 100% of attendance by the students. A few late arrivals were compensated by very interesting written resumes (4 along all semester). 8 Assessment The course assessment was based on components: Final written examination % Themes presentation % Performance as leader and participation during classes % The relative weights of these components try to reflect the effort put on each activity and the extension in time of each one. It can be easily seen that around one third of the mark is based on individual work, while for the other two thirds students have to rely on the teamwork and so contribute for the collective success of each group in which they are inserted. 8.1 Final written examination The final written examination is one hour long, divided between a multiple-choice questionnaire and a full answering part with two questions. Both parts most be answered without consulting any type of bibliography or material. It should be pointed out that all the questions regard only the material (presentation slides) produced by the students. We are speaking about drawing questions from a universe of around 600 slides. Each question of the multiple-choice questionnaire may have one or more right answers. The students have to signal them but, for each mistake of signalling as right a choice that is wrong, points are withdrawn from their global classification. This means that, if a student is not enough convinced of the correctness of an answer it is better not to signal it. 8.2 Themes presentation Each theme presentation is evaluated under several criteria: Focus on the topic given to the group Completeness in the way the topic is explored, treated and presented Originality in the bibliography, cases or examples used for the presentation, i.e. using sources or material not suggested by the teachers Technical correctness of the contents of the presentation Quality of the material used in the presentation in what concerns design, legibility, adequacy to the purpose, etc. Unless students announce that a certain colleague did not participate in the theme preparation, all members of a group will have the same mark. This is intended to reinforce collective responsibility and improve their wiliness to fully contribute for the teamwork. Having 5 themes during the semester means that each other week at least 12.5% of each student s mark is decided. The marks regarding each theme presentation are announced a couple of days after the class, so that students can have a clear and quantitative feedback of their performance and work quality additionally to the comments produced by the teachers during the discussion. 8. Leader s performance and participation during classes This component of the global assessment is in fact divided in two parts. Presentational skills and active participation during classes in which the student has not been the leader are evaluated and assessed by the teachers. Leadership qualities and behaviour are peer assessed. For this peer assessment process a pairwise comparison technique is used. First students fill-in a questionnaire where they make a pairwise comparison of all their leaders just by saying if leader A was better, similar or worse than leader B, whatever is that particular student s judgment of what is a good leader. In Figure 2 an example of such a matrix is presented.

6 S1 S2 S S4 S5... S1 0,0 1,0 1,0 1,0 S2 0,0 S 0,0 0,5 0,0 S4 0,0 0,0... Figure 2: Example of pairwise comparison. In this example a fictitious case of a student that belonged to groups whose leaders were students S1, S, S4 and S5. This student should compare S1 with S, S1 with S4, S1 with S5, S with S4, S4 with S5 and S4 with S5. For that purpose a value of 0 (worse), 0.5 (similar) or 1 (better) must be filled in at those intersections. In this example our student found S1 better than S, S4 and S5, S similar to S4 and both S and S4 worse than S5. This kind of judgment is not very demanding and originates very good final results when the overall assessments are merged. That is done by a decisionaiding tool that reaches a rating for each student. The level of confidence of the statistics test used controls the number of levels obtained in the rating process. Typically we are willing to end up with between and 5 levels. 9 Results 9.1 Student s marks In Table 1 the students marks of the year 2001/2002 are presented. It is clear from these marks that the final examination has lower results than the continuous assessment component. It could be said that the continuous assessment marks are inflated and do not reflect the real value of the students. We disagree of this interpretation. It is not clear that a written examination reflects better the capacities acquired during the course and the students learning progresses. With no doubt different things are evaluated by each one of these means. However there is an additional factor that turns the examination marks lower than expected considering the continuous assessment component: the low weight of the written examination. Most of the students arrive to this stage with a guaranteed good mark and if there are students that try to keep that high mark, other students put their final effort on the seminar or on courses that they have failed in previous years and that are assessed mainly (or only) by the final examination. Group work Leadership Written and examination participation Final marks 62,50% 12,50% 25,0% (0-20) (0-5) (0-20) (0-20) Student 1 17,0 5 1, 17 Student 2 17,0 4 4,5 14 Student 18,2 5 17,5 18 Student 4 17,4 4 1,0 16 Student 5 17,0 5,5 1 Student 6 17,4 14,8 16 Student 7 17,2 5 8,0 15 Student 8 17, 7, 14 Student 9 17,4 4 6,0 14 Student 10 17,8 4 10,5 16 Student 11 18, 4 6,5 15 Student 12 17,0 11,5 15 Student 1 17,2 4 11,5 16 Student 14 18,0 5 18,8 18 Student 15 17,0 14,1 16 Student 16 16,0 5 7,0 14 Student 17 15,0 12,0 14 Student 18 16,2 4 15,4 16 Student 19 17,1 1,8 16 Student 20 17,4 5 15,2 17 Table 1: Students marks in year 2001/ Course assessment Other results besides marks should be attained and evaluated. Each year a course evaluation session is run and students are encouraged to give their opinion and suggestions regarding the course implementation, either in the class or latter on, in an anonymous way. Their evaluation has been always very positive and they find themselves rewarded for the high level of effort put on this course. Nevertheless they steadily suggest changes and improvements that are usually introduced in the next year, together with changes motivated by the teachers own experience and self-evaluation. The format described in this paper is the result of years of evolution and many students contributions. In the Faculty of Engineering a standardised pedagogical course assessment is run every year for each course. Students fill-in an inquiry concerning both the course and the teachers pedagogical performance. In what concerns the course, questions regarding the difficulty level, required time and effort, student s interest on the topics, quality and accessibility of bibliography and assessment adequation are evaluated. In the year 2001/2002 the Logistics course had an average evaluation of 4,92 (in a maximum of 5) and it was rated within the top 2.5% courses of the Computers and Electrical Engineering degree. 10 Final comments When the course functioning is described it results always unexpected for the students. They immediately see the amount of work that is going to be asked from them, but must be convinced of the benefits, assessment included, of this model.

7 For the teachers this is a rewarding experience. Some courage is demanded because there are risks of being judged by colleagues as lazy teachers that do not even prepare formal classes, texts or slides for the students. But the biggest challenge is an interior one: to accept that students can really learn without our traditional and formal lectures. A final word concerning the teachers team. After this years experience it is our belief that this way of running a course would not work at all with just one teacher present in class. For the teachers, as well as for the students, teamwork is required and must be exercised. Working together, in a nonhierarchical mode, is something that teachers in high education schools are not used to and is important for the new learning/teaching paradigms. Portugal. He received his PhD by the Faculdade de Engenharia da Universidade do Porto, in His primary area of interest is the application of Decision and Optimization Methods to industrial and organizational problems. The main application areas have been Cutting and Packing Problems and Decisions Support Systems for the government of Higher Education schools. Acknowledgements The authors would like to thank all the students that have taken the course of Logistics of the degree in Computers and Electrical Engineering of the Faculty of Engineering of the University of Porto, in the years of 1999/2000, 2000/2001, 2001/2002, for all their most valuable contributions and suggestions regarding this course implementation. References [1] Sir Graham Hills and David Tedford. The education of engineers: The uneasy relationship between engineering, science and technology. Global Journal of Engineering Education, 6(), [2] Sir Ron Dearing. Higher education in the learning society (dearing report). Technical report, The National Committee of Inquiry into Higher Education; Norwich: HMSO, Maria Antónia Carravilla Maria Antónia Carravilla graduated in Electrical Engineering and finished her MSc in Electrical and Computer Engineering in the area of Control Theory, both in the Faculty of Engineering of the University of Porto (FEUP). In 1996 she concluded her PhD in Operations Research and Production Planning at FEUP. She is Auxiliary Professor at the Department of Electrical and Computers Engineering of FEUP and Senior Researcher in the Manufacturing Systems Engineering Unit at INESC- Porto, in Portugal. In the last years, her main research areas have been Logistics, Decision Support Systems and Constraint Logic Programming. José Fernando Oliveira José Fernando Oliveira is Auxiliary Professor at the Department of Electrical and Computers Engineering of the Faculdade de Engenharia da Universidade do Porto and Senior Researcher in the Manufacturing Systems Engineering Unit at INESC-Porto, in

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