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Can We Teach Design of Experiments
 

Can We Teach Design of Experiments

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  • especially for transactional processes. Quality engineers, engineering students at U’s, process owners in industry and business
  • K=memory defin, concept, formula. C=explain in own words. Ap=use info in new context. An=into parts, explain relation of parts. Sy=put parts together, form new structure. Ev=use criteria to make a judgment
  • Filter by terms, provider rep, avail/deliv. Flavor of general learning management needs
  • Register for everything through this portal, prefer credit cards. System / process needs
  • On-target? % complete bar
  • Broker finds providers that offer this customized service
  • Results to all stakeholders
  • high development costs of animation and customization aren’t affordable
  • Arms length relationship with TQG. Overview is definitions and steps, not detail
  • Searched E-learning design experiment, “Design of experiments” course , then add on-line
  • Examples from my on-line course. Blackboard menu. Pre-test question on Blackboard. Power Point with audio. Homework assignment and answers.

Can We Teach Design of Experiments Can We Teach Design of Experiments Presentation Transcript

  • Can We Teach Design of Experiments On-Line?
    • Dr. Dan Rand – Winona State University
    • 46th Annual Fall Technical Conference - ASQ & ASA
    • E-mail: [email_address]
  • Can We Teach Design of Experiments On-Line: Agenda
    • DoE as a prime tool of Six Sigma
    • Instructional design impact on E-learning
    • Voice of customer – requirements for on-line education
    • Requirements focus on a DoE course
    • Web Search for on-line DoE courses
    • Assessing on-line courses
    • Examples/ assessments from my course
    • An Experiment Design – Our Field of Dreams
    • Links to resources
  • DoE as a prime tool of Six Sigma
    • Design of Experiments is the most effective and most complex quantitative tool of Six Sigma Black Belts
    • Most Six Sigma training is light on DoE
    • Black Belts form the latest group that needs supplemental DoE training
    • They add to the audience that can’t sit for a traditional classroom course
  • Instructional Design to Meet Learning Needs - Bloom’s Taxonomy 1 Cognitive skills: Knowledge Comprehension Application Analysis Synthesis Evaluation
  • Instructional Design in Distance Education 2
    • Contextualize instruction
    • Present lesson content
      • Present vocabulary
      • Provide examples
      • Use cueing programs
      • Advise learner
    • Activate learner processing
    • (more)
  • More Instructional Design Aspects from IDDE
    • Assess learning
      • Provide feedback
      • Provide practice
      • Test learning
    • Sequence instruction
      • Logical order
      • Prerequisite order
      • By content organization
  • General Instructional Design Concepts for E-Learning
    • Modular structure
    • Learning objectives for each module
    • Active learning
    • Assessment / feedback
  • Instructional Design to Meet Organizational ROI
    • 4 desired outcomes / assessments of skills development training
    ROI $ Cause benefits report on application Apply it Apply it Retain it Test at end of course Learn it
  • What customers want from on-line education
    • LINK – Learning Network Initiative: Creating Effective Collaboration Between Industry and University Center Rochester (MN)
    • An End-to-End Framework for “High Tech” Workforce Training
    • From “Technology Industry” Working Group:
      • Drew Flaada, IBM
      • Warren Kemplin, Rochester Community Technical College
      • Brian Nass, XIOtech (Seagate)
      • Dr. Daniel Rand, Winona State University
  • 1 2 3 4 5 Phases: 1 – Navigating to relevant offerings (not pertinent today) 2 - Skill / knowledge gap assessment & selection of optimal offering 3 - Connecting to the offering (registration, payment, getting course materials) 4 - Absorbing the offering (take the class) 5 - Completing the offering and post-offering assessment of remaining gaps 6 - Application - Effectively using the newly acquired skill/knowledge on the job 7 6 End-to-End Learning Management System A A A A A A A A = assessment of skill / knowledge gap
  • From Phase 2 of End-to-End LMS: Pre-assessment & Selection
    • Problem Statement (Voice of Customer):
    • “ I don’t know which offering is the best fit for me.”
    • Requirements (Voice of Customer):
      • I need a pre-assessment in order to further filter out offerings that aren’t at the appropriate level
      • I need to be able to filter the possible offerings by:
        • Terms of payment, match from skills assessment, cost
        • Reputation of provider (quality), certification level I require
        • Availability, language, delivery method
      • Any tools associated with this phase must be accessible anytime, from anywhere
      • My personal information needs to be protected (ongoing on-line education concern)
      • Pre-assessment, pre-test for pre-requisites
      • Identify goals from employee and employer point of view, with “live” or e-counselor
  • Phase 3: “ Connecting to the offering ”
    • Problem Statement:
      • “ I don’t know how to get started and it’s difficult to find out. The whole process is a hassle.”
    • Requirements:
      • Automate the provisioning of all facilities I need (textbooks, databases, labs, server access, web site access) – Bundle as a student kit
      • Test and ensure that my workstation or browser will work with the delivery methods used before I proceed (example: what plug ins are required?)
  • Phase 4: Absorbing the offering (taking the class)
    • Problem Statements:
      • “ I may not complete the course unless I have specific interim goals to hit and/or peers to keep me going.”
      • “ My day is interrupt-driven.”
      • “ If I miss a traditional class, I can’t get caught up. I need an alternative.”
      • “ While in the midst of an offering, I don’t know if I’m on target or not.”
  • Phase 4: Absorbing the offering (taking the class)
    • Requirements:
      • I can communicate with the instructor and peer students either real time (chat), via email, or via a forum
      • I have access to supplemental resources online
      • I can take the course from my desk or anywhere
      • There is an online assessment tool available to help me gauge my progress
      • The materials become customized to my specific needs, based upon my online assessments (which point out remaining gaps )
      • I can pause, resume, and replay any of the offering
      • The offering includes real hands-on projects that support my learning
      • Estimate total effort needed for a course
      • I need (small) modular content
  • Phase 5: Final assessment & closure
    • Problem Statements:
      • “I have no idea how I did vs. the expected outcome or standard.”
      • “I can’t drive to a classroom to take the final.”
      • “I’m out of town the day of the final.”
  • Phase 5: Final assessment & closure
    • Requirements:
      • Results of the final assessment need to be fed to me, my employer, the instructor
      • The final assessment vehicle needs to be available online and on my schedule
      • I need to be able to pause and resume the assessment vehicle
      • Assuming successful completion of the assessment, any completion credentials (grade, certificate, et al) need to be automatically issued
      • I need frequent checkpoint assessments given to employer (payer), like a % completed bar.
      • I need a means to re-take course – free, or even remedial material.
  • Phase 6: Application
    • Problem Statements:
      • “I don’t know where to go for ongoing help.”
      • “I’m unsure how this topic/knowledge should be applied in the real world.”
      • “ I forgot a great deal in the X months/years since the class ended.”
      • “I don’t know how to extend this knowledge to more advanced levels.”
  • Phase 6: Application
    • Requirements:
      • Give me access to all related materials (online)
      • Give me access to peer learners and the instructor (online)
      • Point out options for follow-on instruction
      • Provide me with application examples
      • Provide me assessment vehicles and recommendations for remediation
      • Keep material available to student after completion of course.
      • Form graduate communities / networks to gain knowledge of content improvements, growth.
  • Additional General Concerns
    • Motivating employee to completion
    • Synthesis of training into job performance
    • How to direct students to where their success rate is the highest
    • Need a disconnected mode – carry course content away on CD-ROM
  • Summarized needs, applied to an on-line DoE Course
    • Content and procedure
      • Motivation to finish
      • Don’t be totally dependent on high speed Internet
      • Animation, bells, and whistles may de-motivate students if they slow down processing
      • Interact with others to discuss and assimilate methods
      • Feedback from an expert
      • Link to textbook
  • Summarized needs, applied to an on-line DoE Course
    • Application
      • Practice actual experiments – apply it
      • Try software to design and analyze
      • Work with others in team experiment (bring together for catapults or simulation)
      • Apply it to student’s problem- as project, w/ expert consultant
      • Provide a support group of graduates
  • Pragmatic (Market) Limitations
    • Even most motivated students need checkpoints
    • Market is relatively small for advanced content like DoE – animation and customization are expensive
  • On-line Design of Experiments courses – Web Search
    • http://www.margaret.net/doe/
    • Online Course in Design of Experiments (DOE) interactive tutorials, case studies and email support. access for 4 weeks, extend 2 weeks, expect 30 hours.
    • http://www.thequalitygroup.net/
    • The Quality Group has a DOE overview module in their on-line Six Sigma Green Belt training
    • Features– animated with Quick Time, pre-tests, interactive quizzes, choice of video, captions, text, or still pictures
  • More Web Sources
    • Eastern Michigan U sponsors ASQ course in DOE ($1165)
    • Stanford - open source learning management system (LMS) – no DOE
    • MIT – (Stellar) Open Courseware - no DOE
    • University of Phoenix – 3 doctoral programs added to 1 existing. 125,364 students 5/31/02
      • average age=38
      • no DOE ?- MBA in Technology Management
  • Assessing On-line Courses
    • http://taste.merlot.org/
    • Multimedia Educational Resource for Learning and Online Teaching (MERLOT)
    • Non-profit on-line community
    • Peer review, user comments on 3 evaluation standards
      • Quality of Content
      • Effective Teaching-Learning Tool
      • Ease of Use
  • Industrial Design of Experiments course - online at Winona State - assessments
    • Pre-test on course material.
    • After student enrollment and course introduction, do survey about the enrollment and start-up process.
    • After each homework problem with supplied answer, ask if the solution is understood, if they could do the problem independently, if they want to ask for help.
    • 1st learning assessment- after review of basic statistics and hypothesis testing.
    • In conjunction with 1st learning assessment, do survey about “how its going”
  • DoE at Winona State – Further assessments
    • Further (5) learning assessments, after each logical section of course material, including assessment of projects (catapult-by-team or individual and self-defined)
    • Another “how its going” survey after two-thirds of course content
    • Final, comprehensive learning assessment
    • Final “how it went” survey, including questions of what the student wants for follow-up
  • A pre-test question on BlackBoard
  •  
  • Surface Mount Technology (SMT) experiment - problem solving in a manufacturing environment
    • 2 types of defects, probably related
    • - Solder balls
    • - Solder-on-gold
    • Statistician invited in for a “quick fix” experiment
    • High volume memory card product
  • Homework assignments and answers on Blackboard