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Can We Teach Design of Experiments On-Line?

Can We Teach Design of Experiments On-Line?. Dr. Dan Rand – Winona State University 46th Annual Fall Technical Conference - ASQ & ASA E-mail: drand@winona.edu. Can We Teach Design of Experiments On-Line: Agenda. DoE as a prime tool of Six Sigma Instructional design impact on E-learning

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Can We Teach Design of Experiments On-Line?

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  1. Can We Teach Design of Experiments On-Line? • Dr. Dan Rand – Winona State University • 46th Annual Fall Technical Conference - ASQ & ASA • E-mail:drand@winona.edu

  2. 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

  3. 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

  4. Instructional Design to Meet Learning Needs - Bloom’s Taxonomy1 Analysis Synthesis Evaluation Cognitive skills: Application Comprehension Knowledge

  5. Instructional Designin Distance Education2 • Contextualize instruction • Present lesson content • Present vocabulary • Provide examples • Use cueing programs • Advise learner • Activate learner processing • (more)

  6. More Instructional DesignAspects from IDDE • Assess learning • Provide feedback • Provide practice • Test learning • Sequence instruction • Logical order • Prerequisite order • By content organization

  7. General Instructional Design Concepts for E-Learning • Modular structure • Learning objectives for each module • Active learning • Assessment / feedback

  8. Instructional Design to Meet Organizational ROI 4 desired outcomes / assessments of skills development training

  9. 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

  10. End-to-End Learning Management System 1 2 3 4 5 6 A A A A A A A A = assessment of skill / knowledge gap 7 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

  11. 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

  12. 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?)

  13. 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.”

  14. 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

  15. 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.”

  16. 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.

  17. 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.”

  18. 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.

  19. 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

  20. 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

  21. 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

  22. Pragmatic (Market) Limitations • Even most motivated students need checkpoints • Market is relatively small for advanced content like DoE – animation and customization are expensive

  23. 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

  24. 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

  25. 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

  26. 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”

  27. 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

  28. A pre-test question on BlackBoard

  29. 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

  30. Homework assignments and answers on Blackboard

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