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- Alin, David, 1984, et al.
(författare)
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Reducing the EPEI-Time Using Discrete Event Simulation
- 2009
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Ingår i: Proceedings of the 2009 Swedish Production Symposium. ; :2, s. 295-301
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Konferensbidrag (refereegranskat)abstract
- One of the cornerstones in LEAN production is ‘make to order’, which requires small batch sizes and, thus, short Every Part Every Interval (EPEI) times. EPEI-time is defined as the time it takes to produce all product variants, before the first variant in the cycle returns in the schedule. However, many companies are reluctant to reduce their EPEI-times due to the increased number of set-ups. This skepticism is also supported by parts of existing theory, while other research contributions mean that companies often can reduce batch-sizes without affecting productivity. This paper presents a case study which uses discrete event simulation (DES) to evaluate the relation between EPEI-time and productivity. The results show that it is possible to reduce the EPEI-time and still maintain productivity and service levels to customers, without any investments. Increased variation in the production schedule evened out the load among the machines and, hence, the time lost in set-ups was gained in more parallel work.
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| 2. |
- Andersson, Mikael, et al.
(författare)
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Problem solving, reflection and lifelong learning in the junction between theory and practice
- 2022
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Ingår i: International Conference on Work Integrated Learning. - Trollhättan : University West. - 9789189325302 ; , s. 80-80
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In 2002 University West was commissioned by the government to develop forms for work integrated learning (WIL) as part of the work with pedagogical renewal of higher education. As a result of this assignment, WIL is now a deeply rooted philosophy and cornerstone of the university but also the main principle for pedagogical approach. We believe that knowledge, both theoretical and practical, is acquired everywhere and not only in institutions of higher learning. In other words, we are striving to connect university studies with everyday work life and the surrounding society. The purpose of this paper is to describe and evaluate a strategy for improving student awareness and skills for problem solving, reflection and lifelong learning in the junction between theory and practice. At the center of our focus are students from our bachelor's degree programme 3D-animation and visualization and a course on simulation and particle based effects. This is a challenging subject to teach since knowledge, tools and process is evolving rapidly and we rewrite the course curricula every year. The strategy consists of adding five themes focused on reflection and problem solving spread over the weeks of the course, in addition to the more direct subject-related areas. For each theme the students recieved reading material giving an overview of each theme, and then reflection based questions aimed at connecting the theme of each week to the subject of the course. The themes were Lifeling Learning, MoSCoW prioritisation, Schöns desriptions of design challenges and wicked problems and finally Fraylings ideas of Research through design and Schöns Conversation with the material. For the last week, the students wrote a summary of the entire course using the themes they had studied. At first there was some resistance among the students, and it was not easy for them to see the value of these assignments, instead their focus was on the more technical aspects of the course. However, as the course progressed a majority of the students started to see the point of these more reflective based assignments. One example where this became apparent was during the weekly presentations of the technical assignments. While some of the students still struggled with integrating the reflective assignments with the more technical parts of the course, others started to use the terminology and reasoning from the reflective assignments when talking about how they approached the problems they faced when solving the technical assignments. Having the students equipped with these new approaches also facilitated talking about problem solving and learning strategies, both during the course where this strategy was tested, as well as a subsequent course.The strategy was evaluated by analysing the written and oral presentations and reflections of the students, with special attention being paid to their problem solving and their strategies when approaching new technologies and tools. In addition to this, we also observed their reasoning about the theories that was embedded in the tools, i.e not just talk about how to do things in the software, but also the theories and principles underlying the software.Overall, the aim of the strategy was to train the students on problem solving and learning through experimentation, design and reflection. While one single course is a very short time to practice this, differences in reasoning andstrategies in the students from the beginning of the course to the end could be seen. This was both in their written reports as well as their oral presentations. Areas where improvements could be seen was more abstract reasoning, reflection on problem solving, priorities, and the ability to connect and compare different areas of the course. One theme that also was recurring in the texts was the balance between chaotic exploration and structured learning. These are skills that are valuable in a changing industry where they will need to learn new tools and develop new workflows constantly. Overall, a conclusion here is that learning to learn is far more important than learning a specific tool or skill.
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| 6. |
- Andersson, Ulf, 1973-, et al.
(författare)
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The challenge with the skilled hobbyist
- 2020
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Ingår i: VILÄR. - Trollhättan : Högskolan Väst. - 9789188847867 ; , s. 16-17
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Having prior knowledge and experience in 3d-graphics or visual effects can give you ahead start when embarking on an education within that field. However, experience shows that it is common that those students that have worked with 3d-graphics on a hobby level are stuck in a certain way of working. They have developed methods and workflows that are suitable under hobby-like circumstances, which means that they have worked in isolation, on a single computer and often without any specific deadlines or time restraints. However, work life is seldom this structured. Instead it is complex and disordered, and requires constant new learning (Bruno et al, 2017).This is a qualitative study where students from a three year program are interviewed regarding their process of going from a hobbyist to a professional, if any. The results are compared with the concept of the Deliberate Professional, as described by Trede and Jacksson (Trede et al, 2019) The results of this pilot study suggests that the students to a large extent still are in the “hobbyist”-mindset, and have a low insight in the different requirements of beingin the workplace. However, some mentions of constant learning, and the importance of knowledge outside of specific 3d-technology. Some implications for the program isto focus and emphazise what it means to be a professional, and not only expose the students to work-like projects, but also have more occasions for reflection excercises, as described by Bruno and Dell’avarsana (Bruno et al, 2017).
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| 7. |
- Backlund, Per, 1964-, et al.
(författare)
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Enhancing Immersion with Contextualized Scenarios: Role-Playing in Prehospital Care Training
- 2015
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Ingår i: 2015 7th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games). - Skövde : IEEE Computer Society. ; , s. 167-170
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Konferensbidrag (refereegranskat)abstract
- This paper reports on a field experiment with 12 paramedic teams (n=24) exploring how they perceive a novel training approach. The feeling of being engaged in training (i.e. being immersed) is often held forward as a major benefit of roleplaying exercises. Engagement is expected to raise the quality of training as well as improving learning and retention. However, much simulation-based training in prehospital care is decontextualized, meaning that medical care is trained without taking other characteristics of prehospital care into account. In this paper we investigate how a richer setting (contextualization), which includes more of the complicating aspects of prehospital care, affects the perceived immersion of the participants. The results show that contextualization has a significant positive impact on perceived immersion. These results are important for further studies on how to organize and design role-playing exercises.
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| 10. |
- Cäker, Mikael, 1972, et al.
(författare)
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The role of incentive systems in normative control
- 2013
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Ingår i: 22nd Nordic Academy of Management Conference : held at University of Iceland, Reykjavík, 21-23 August, 2013.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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