DISCIPLINE
Production / Operation Management

DURATION
Over several learning sessions (total duration may be of the order of 3 or 4 weeks)

ICT USED
Excel Spreadsheet Macro

DELIVERY CONTEXT
Students attend a face-to-face class and are given access to the spreadsheet macro. A demonstration of the software is provided, and detailed instruction on the task is given. Students then use the MRP-SIM in their own time outside "class time". Some extra sessions on spreadsheet work may be given based on need.

TARGET AUDIENCE
This learning design has been implemented with undergraduate (fourth year) and postgraduate students.

The students typically have no prior experience whatsoever. They have some spreadsheet skills, but no content knowledge. The students need to have prior sessions on production management, material requirements planning, and forecasting.

COHORT
Because this learning design is implemented by students on an individual basis, any number of students can be supported.

BROADER CONTEXT
Production planning is just one module in a production / operations management course. This design is used in the middle of the paper.

Gain an understanding of the following concepts:

• Material requirements planning.
• Order release.
• Bill of materials.
• Capacity planning.

Increase the awareness of reflection in the learning cycle.

IMPLEMENTATION OF ASSESSMENT STRATEGIES
The learning design is implemented as an assessable task. The students submit the decision support model they have developed and a reflective essay.

Assessment takes into account:

• Completeness/correctness of the modelling work in developing the decision support system.
• Reflection breadth (that is, how many activities/items are discussed).
• Reflection depth (how thoroughly each item is discussed).

IMPORTANCE OF ASSESSMENT STRATEGIES USED
Assessments serve to measure the learning outcome, as well as to assist in learning. The reflective component is aimed to crystallize their thoughts on the content, and indicate ways of improving both process and outcome.

WHY ICT IS USED
The students do not have practical experience of a production environment. A simulation thus provides them with the "look and feel" of this environment. The profit (and loss) imperative gives them an added motivation.

HOW ICT USE HELPS
The use of the spreadsheet is particularly conducive to this learning design. The macros in the spreadsheet simulate the production environment. Students can use the same spreadsheet to model their decisions.

Everything is provided in one convenient package.

MOST IMPORTANT ICT CONTRIBUTION TO LEARNING DESIGN
Simulation gaming is the backbone of this design. The simulation provides the look and feel of a production system to the learner.