J.I.U. Rubrico, J. Ota, T. Higashi and H. Tamura
This paper aims to develop a scheduler for multiple picking agents in a warehouse that takes into account distance and loading queue delay minimization within the context of…
Abstract
Purpose
This paper aims to develop a scheduler for multiple picking agents in a warehouse that takes into account distance and loading queue delay minimization within the context of minimizing makespan (i.e. picking time).
Design/methodology/approach
The paper uses tabu search to solve the scheduling problem in a more global sense. Each search iteration is enhanced by a custom local search (LS) procedure that hastens convergence by driving a given schedule configuration quickly to a local minimum. In particular, basic operators transfer demand among agents to balance load and minimize makespan. The new load distribution is further improved by considering a vehicle‐routing problem on the picking assignments of the agents with relocated demands. Loading queue delays that may arise from the reassignments are systematically minimized using a fast scheduling heuristic.
Findings
The proposed tabu scheduler greatly improves over a widely practiced scheduling procedure for the given problem. Variants of the tabu scheduler produce solutions that are roughly of the same quality but exhibit considerable differences in computational time.
Research limitations/implications
The proposed methodology is applicable only to the static scheduling problem where all inputs are known beforehand. Furthermore, of the possible delays during picking, only loading queues are explicitly addressed (although this is justifiable, given that these delays are dominant in the problem).
Practical implications
The proposed approach can significantly increase through‐put and productivity in picking systems that utilize multiple intelligent agents (human pickers included), e.g. in warehouses/distribution centers.
Originality/value
The paper addresses a practical scheduling problem with a high degree of complexity, i.e. scheduler explicitly deals with delays while trying to minimize makespan (generally, delays are ignored in the literature to simplify things). In the tabu implementation, an LS procedure is introduced in the metaheuristic loop that enhances the search process by minimizing non‐productive time of picking agents (travel time and delays).
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Sixiao Gao, Yinsheng Liao and Zhiming Hu
With rapid market customized demand and short development cycles, mixed production with multiple classes and variable batches has been popular, and its buffer allocation problem…
Abstract
Purpose
With rapid market customized demand and short development cycles, mixed production with multiple classes and variable batches has been popular, and its buffer allocation problem has become a new challenge. The mixed production cannot be analyzed based on the assumption of a stationary demand process which was typically used in previous studies. Furthermore, mixed production is still in human–machine cooperation mode where dynamic working efficiency because of workers’ fatigue causes uncertain processes. Therefore, the purpose of this study is to solve the buffer allocation problem in mixed production systems with multiple classes, variable batch sizes and worker fatigue considerations.
Design/methodology/approach
A dynamic modeling method of mixed production with multiple classes and variable batches is improved, which uses nonstationary demand processes to model the dynamic nature of multiple classes and variable batches. Human working efficiency decreasing due to fatigue is modeled as the time-varying service rate to represent human–machine cooperation. Furthermore, a parallel evolutionary algorithm that combines global and local search strategies parallelly is developed to solve the buffer allocation problem in mixed production for the first time.
Findings
Numerical examples demonstrate the efficacy of the proposed algorithm. The proposed algorithm achieves better solution quality than the state of art algorithms.
Originality/value
This study improves the dynamic modeling of mixed production to consider human factors and develops a hybrid algorithm to effectively solve the buffer allocation problem in dynamic mixed production.
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Florence Yean Yng Ling, Francis Tekyi Edum‐Fotwe and Moxham Thor Huat Ng
The purpose of this paper is to present an investigation of facilities management (FM) needs of warehouse tenants to inform future warehouse design.
Abstract
Purpose
The purpose of this paper is to present an investigation of facilities management (FM) needs of warehouse tenants to inform future warehouse design.
Design/methodology/approach
This study examines FM needs that must be designed into warehouse projects. It identifies tenants' FM requirements in warehouses; investigates the relationship between tenant satisfaction and performance of different facilities in warehouses; and recommends design and FM practices that warehouse owners should adopt to give tenants value for money. The research involves a quantitative study of tenant requirements for using warehouses. A questionnaire survey was conducted on tenants to find out their important requirements with a structured instrument. The sample was tenants of warehouses in Singapore.
Findings
The results reveal that users' main needs and priority in warehouse operation comprise: incorporating an operations office within warehouses; providing an air well along the loading/unloading bays; ensuring no interruption of electricity supply; providing air‐conditioning to the office; and providing good housekeeping.
Originality/value
The paper provides information that can be the foundation for developing a set of generic tenant FM requirements that could accelerate the design development of warehouses.
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Contextualizing grammar in second language (L2) classrooms implies making grammar constructs relevant to the learners’ world; affording learners the opportunities to better…
Abstract
Contextualizing grammar in second language (L2) classrooms implies making grammar constructs relevant to the learners’ world; affording learners the opportunities to better comprehend and apply these concepts in their own milieus. This instructional design (ID) has been devised to contextualize grammar and to explore learner engagement of pre-service English teachers through Computer-Aided Learning (CAL) and Task-based Learning (TBL) in a technology-driven learning environment. CAL encompasses technology-aided discussions, multi-media presentations, online tests and exercises, and social media deployment. TBL, on the other hand, contextualizes grammar using technology and social network in planning, executing, and presenting four assigned tasks: picture essay, brochure design, dialogue composition, and comic strips illustration. Facebook is the e-portfolio of the class, archiving all group and individual output. The CAL-TBL tandem is propelled by group initiatives and class collaboration evident in group discussions and planning, microteaching, task presentations, peer reviews, and self-evaluations. These initiatives engage learners; empowering students to collaboratively take active part and responsibility for their own learning. The three-hour-class meets every week in a computer laboratory. The post-semester feedback and online poll course design review as well as the University Course Evaluation comments have shown that the ID, from the learners’ perspective, is effective in contextualizing grammar and in engaging learners.
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Lisa B. Elliot, Benjamin Rubin, James J. DeCaro, E. William Clymer, Kathy Earp and Michele D. Fish
The purpose of this paper is to describe synchronous, remote tutoring for the Deaf STEM Community Alliance's virtual academic community (VAC). The alliance addresses critical…
Abstract
Purpose
The purpose of this paper is to describe synchronous, remote tutoring for the Deaf STEM Community Alliance's virtual academic community (VAC). The alliance addresses critical barriers for students who are deaf or hard of hearing (D/HH) in postsecondary science, technology, engineering, and mathematics (STEM) majors.
Design/methodology/approach
A mixed-method approach (qualitative content analysis and descriptive statistics) documents project activities.
Findings
Google+ Hangouts was used for remote tutoring. Participants completed 57 tutoring sessions. Participants found tutoring beneficial, especially for its convenience. Technical assistance and feedback systems were created to support participants. Grade point averages (GPA) and retention remained stable.
Research limitations/implications
Research on this project continues. Small sample size is a limitation of the study. Ongoing research investigates how remote technology and social media impact learning for students who are D/HH.
Practical implications
Scholarship on social media for educational purposes is minimal. While specifics of particular social media platforms vary, recruitment, technical assistance, and establishing feedback mechanisms are common issues for VACs. Outcomes from this study will be used to improve this VAC and create documentation for replication.
Social implications
The Deaf STEM Community Alliance provides supportive resources to underrepresented students in STEM majors. Improved GPA and retention in STEM majors will generate more individuals qualified for STEM careers. Research on VACs creates opportunities to understand how technology and networked communities change knowledge and learning.
Originality/value
The Deaf STEM Community Alliance is a unique project for postsecondary students in STEM fields who are D/HH. The information is valuable to educators interested in using social media for instruction.
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Laura A. Wankel and Patrick Blessinger
This book centers on several key areas of social engagement and social learning in higher education today, including social networking platforms and e-portfolios. In addition to…
Abstract
This book centers on several key areas of social engagement and social learning in higher education today, including social networking platforms and e-portfolios. In addition to these Web 2.0 technologies, rapid improvements in related communication technologies (e.g., broadband services, wireless, mobile phones, and tablets) have also provided the necessary infrastructure components by which educators implement innovative teaching and learning practices on a larger scale, in a more reliable manner, and in a more targeted fashion. These technologies are also transforming our views of what it means to learn in an increasingly globalized, interconnected, and pluralistic world. The authors have presented several perspectives on how to use social networking tools to better engage learners in more meaningful and authentic learning activities. Social networking sites like Facebook are not a panacea for effective learning, but they do provide instructors and students with a convenient platform for enhancing the teaching and learning process. Instructors also play an important part in modeling proper online behavior through their presence on the platform and their interaction with their students. However, these tools are only one piece of the learning puzzle. The ultimate goal is to enable students to become lifelong learners and to instill in them a high value for learning that matures over their lifetime. As such, these tools can be used to better engage students more deeply in authentic and personally meaningful learning experiences.
Contextualizing grammar in second language (L2) classrooms implies making grammar constructs relevant to the learners’ world; affording learners the opportunities to better comprehend and apply these concepts in their own milieus. This instructional design (ID) has been devised to contextualize grammar and to explore learner engagement of pre-service English teachers through Computer-Aided Learning (CAL) and Task-based Learning (TBL) in a technology-driven learning environment. CAL encompasses technology-aided discussions, multi-media presentations, online tests and exercises, and social media deployment. TBL, on the other hand, contextualizes grammar using technology and social network in planning, executing, and presenting four assigned tasks: picture essay, brochure design, dialogue composition, and comic strips illustration. Facebook is the e-portfolio of the class, archiving all group and individual output. The CAL-TBL tandem is propelled by group initiatives and class collaboration evident in group discussions and planning, microteaching, task presentations, peer reviews, and self-evaluations. These initiatives engage learners; empowering students to collaboratively take active part and responsibility for their own learning. The three-hour-class meets every week in a computer laboratory. The post-semester feedback and online poll course design review as well as the University Course Evaluation comments have shown that the ID, from the learners’ perspective, is effective in contextualizing grammar and in engaging learners.