Using Multimedia to Facilitate Software Instruction in an Introductory Modeling Course

Abstract

M ultimedia tutorials were developed to introduce basic software functions to students in an introductory operations research modeling course. The purpose of these tutorials was to reduce the amount of class time spent addressing deficiencies in software mastery and allow for more class time to focus on modeling concepts. The motivation for developing these tools and details on the design of the tutorials are outlined. We conducted a quasi-experimental pre-test/post-test assessment of the value of the tutorials. The results of the formal assessment as well as student reactions and anecdotal evidence of their usefulness are discussed. We conclude with an evaluation of lessons learned in the process and encourage other educators to consider a similar approach.

Captivate Your Students' Minds: Developing Interactive Tutorials to Support the Teaching of Spreadsheet Modeling Skills

“…Here the focus is on demonstrating spreadsheet mechanics and OR/MS modeling concepts, i.e., the imagine and inform activities of the 4MAT model, and student interactivity is primarily limited to controlling the pace of learning. These are similar in nature to the screen capture modules packaged with some textbooks (for example, Chase et al, 2006) and the tutorials developed by Hardin and Ellington (2005).…”

“…Indeed, the use of spreadsheets is so pervasive that many now caution not to lose sight of the modeling heart of OR/MS versus the juggernaut of focusing on spreadsheet software keystrokes in our teaching. A number of researchers created various multimedia tutorials to teach spreadsheet skills outside the classroom so that class time can be devoted to teaching concepts and modeling aspects of OR/MS (Albright et al, 2001;Troxell, 2002;Seal and Przasnyski, 2003;and Hardin and Ellington, 2005). Many of the authors who created the modules or tutorials to supplement their teaching commented on the varied spectrum of student abilities, and so one of the main benefits of the tutorials was to provide students with a means to work at their own pace and catch up on any spreadsheet deficiencies they may have, without taking time away from class.…”

“…Many of the authors who created the modules or tutorials to supplement their teaching commented on the varied spectrum of student abilities, and so one of the main benefits of the tutorials was to provide students with a means to work at their own pace and catch up on any spreadsheet deficiencies they may have, without taking time away from class. Research shows that having tutorials available to illustrate features that require spreadsheet skills is pedagogically beneficial (Daellenbach and Petty, 2000;and Hardin and Ellington, 2005).…”

Video Tutorials Within an Undergraduate Operations Research Course: Student Perception on Their Integration and Creating A Blended Learning Environment

“…The fact that our video tutorials were supplementary and not required differentiates them from some of the previous work that integrates online content into an OR classroom. For example, Troxell (2002) and Hardin and Ellington (2005) leverage video tutorials to aid in implementation of models in a modeling language in OR courses in order to expand the topics covered in class. These video tutorials were required viewing as part of the learning experience.…”

Integrating Spreadsheet Engineering in a Management Science Course: A Hierarchical Approach

“…The key is for each instructor to recognize that 1) there is a hierarchy of abilities, 2) Excel learning is part of a larger intellectual framework of spreadsheet engineering (Grossman, Özlük, 2004), not mere "Excel tips and tricks", and 3) they must carefully identify the Skills, Capabilities and Practices that will benefit their students in their course at their school. Hardin and Ellington (2005), Regan (2005), Powell and Baker (2004), Grinde and Kammermeyer (2003), Albright, Winston and Zappe (2001), and Bell (2000) provide useful ideas and guidance.…”