Warwick Business School

26th April 2016

Dr. Max Finne

Assistant Professor, Operations Management

Warwick Business School

The effect of robots & digitization

https://www.youtube.com/watch?v=wX78iKhInsc

Warwick Business School

Regarding value of teaching

Students on average learn the most when active and take ownership of their own learning

The most value from teacher-student interaction: interactive tutoring, instead of one-way lecturing

How much real direct teacher-student interaction do we have during a normal lecture?

Bloom (1984)

Learning outcomes of Tutoring vs. lecturing

Warwick Business School

Teacher Student

Teacher’s process domain Student’s process domain

Independent processing

Independent processing

Surrogate interaction

Surrogate interaction

Direct interaction

Direct interaction

“back-office” service steps

non-service production

“self-service” “do-it-yourself” (non-service) “front-office” service steps

teaching process steps

prepare self

prepare teaching

technology

review previous student

feedback

develop teaching materials

wait for lecture to

start

get bored, wait for

end ?

Traditional lecturing

travel to school

return home

do home work

deliver lecture

attend lecture

announce homework

questions, discussion, feedback

sit exam mark exam

(Sampson, 2012)

Warwick Business School

Teacher Student

Teacher’s process domain Student’s process domain

Independent processing

Independent processing

Surrogate interaction

Surrogate interaction

Direct interaction

Direct interaction

“back-office” service steps

non-service production

“self-service” “do-it-yourself” (non-service) “front-office” service steps

teaching process steps

prepare self

prepare teaching

technology

review previous student

feedback

develop teaching materials

wait for lecture to

start travel to school

return home

study using provided

material & tasks

create video

lecturettes

participate in lecture

announce preparation

tasks

questions, discussion, feedback, analysis,

application

sit exam mark exam

Flipped learning

(Sampson, 2012)

Warwick Business School

my.wbs.ac.uk/-/academic/39418/home

Warwick Business School

Video Views Introduction 1547 Block 1 Block introduction 820 1.1 What is OM 1615 1.2 IPO Model 1558 1.3 4Vs 2295 1.4 performance OBJ 2312 Block 2 Block Introduction 842 2.1 Process types 2116 2.2 Layout types 2517 2.3 Push v Pull 1888

Video Views Block 3 Block Introduction 695 3.1 Demand and capacity mgmt 2410 3.2 EOQ and EBQ 1566 3.3 Lean Improvement 1 2191 3.4 Lean Improvement 2 1786 3.5 Learn Improvement 3 1872 3.6 Lean Improvement 4 1757 3.7 Lean improvement 5 1348 3.8 Little’s law 1380

Block 4 Block Introduction 614 4.1 Supply Network Design 1 1850 4.2 Supply Network design 2 1186 4.3 Supply Network design 3 1112 4.4 Innovation and design 2584

Video lecturettes viewing in 2015 course

Warwick Business School

Improved learning results

Students’ ability to answer questions enhanced & improved critical discussion within the classroom

Improved student feedback with a higher mean compared to previous years in terms of overall satisfaction

Multiple choice test results

Test 1 Test 2 Test 3 Test 4 Average of Best 3 Marks

Mean 80.3% 85.7% 57.6% 84.6% 83.1%

Warwick Business School