Economics of Cloud Computing and Open Protocol on the Manufacturing Long Tail

Manufacturers are in relentless pursuit of continuous improvement in decreasing lead times, reducing costs and exploring new opportunities. Offering services along with products for additional revenue streams is becoming a commonplace. Additionally, long supply chains and fluctuating demands create a need to be agile and responsive to meet customer requirements. Effectively managing complex manufacturing operations requires accurate, granular, and real time data to make fact-based decisions. The manufacturing industry is unfortunately marred with closed architecture, highly customized and proprietary systems making it difficult to access data for analytics, business intelligence, and data mining. Even though large manufacturers might have resources for such technology, small and medium manufacturers (SMM), which account for 40% of US production output and 60% of employment, often don’t have the access and cannot justify the business case to implement manufacturing intelligence systems. Software application providers have traditionally concentrated on the larger firms which offer greater opportunity and scope. Ironically, SMMs have a great need for such manufacturing intelligence as they focus on higher-end, higher-margin products where cutting-edge technologies, responsive service, and lead times are very important. The recent advent of open source communication protocols like MTConnect and cloud-based applications has changed the business models for offering manufacturing intelligence technology solutions to SMMs. There is huge economic opportunity to serve this “long” manufacturing tail which comprise of more than 296K+ firms, employing more than 8M+ skilled labor and representing 99% of nations manufacturers. 

MTConnect is an open, royalty-free standard intended to foster greater interoperability between controls, devices and software applications by publishing data over networks using the Internet Protocol. Benefits include real time production dashboard, alerts, equipment availability and usage, overall equipment effectiveness, production reporting/tracking, visualization of maintenance tracking, problem resolution and planning, energy conservation, quality, statistical process control, data mining, genealogy and security. Additional benefits can be achieved by integrating functions such as purchase order management, master scheduling, material requirement planning and shop floor control with other business functions such as accounting, sales, maintenance and shipping. 

The cloud computing pay-per-use model is cost effective, secure, and efficient. The end-user does not have to purchase all of the required hardware, software, manage networks, software licenses, and maintain IT support staff which is very advantageous for SMMs as they often have limited human and financial resources. Additionally, while SMMs can use this data for better operations management, they can also predict and adjust to changes in the economy, technology, customer behavior, and the global marketplace. 

This paper will discuss the impact of open protocols and cloud computing for providing manufacturing intelligence applications for SMMs. A case study describing the economics of using MTConnect compliant cloud based ShopViz application at a gear manufacturing factory will be described along with benefits, limitations, return-on-investment, and future work. 

Reference: Economics of Cloud Computing and Open Protocol on the Manufacturing Long Tail; Amit Deshpande, 2014 Conference of the Society for Machinery Failure Prevention Technology (MFPT); May 20-22, 2014; Virginia Beach, VA [ SUBMITTED].

Virtual Enterprise Resource Planning for Production Planning and Control Education

Globalization and advances in information technology have prompted a change in the credentials of the engineers today. Industry needs engineers who can work in a distributed, multifunctional, cross-cultural and multidisciplinary avenue. Unfortunately, the engineering academia has not successfully responded to this change. There is a need to change the traditional lecture based passive learning methodology to an active technology-enabled multi-sensory experiential learning methodology using simulation games. To fill this critical gap we propose a motivation-based multi-source active learning methodology, which meets the expectations and demand from the industry as well as creates a technology-enabled virtual learning experience. The proposed learning methodology encompasses constructivist learning by the use of simulation game, objectivist instructor led learning and collaborative learning through peer-to-peer interaction. A state-of-the-art survey of simulation games application in education with detailed analysis of applications in engineering education and professional organization dealing with educational simulation games is conducted. The similarities, differences and advantages of simulation games compared with problem-based learning are stated explicitly. The classification of the existing simulation games application in engineering indicates that there is need for integrated all-encompassing simulation game applications in engineering. Two surveys conducted to assess the need of simulation games in education and production planning and control education methodology are explained. The first survey conducted indicates that the student favor the use of computer simulation games over the traditional classroom method. The second survey suggests that the use of simulation games and computer based software packages is not prevalent in today's production planning and control education. Specifications of the iPPC online simulation game with a specific implementation case study on a Minivan Production Planning project are described. Finally we conclude that the proposed methodology has a potential to uplift and revamp the engineering education by addressing the long-faced issues and incorporating modern technological tools to make learning process more effective.

Keywords: Simulation Games; Production Planning and Control; Inventory Theory; Enterprise Resource Planning; Active Learning

Reference: MS Thesis, Amit Deshpande, University of Cincinnati, Engineering : Industrial Engineering, 2008.

Simulation Games in Engineering Education: A State-of-the-Art Review

Globalization and advances in information technology has prompted a need to change traditional lecture based passive learning methodology to an active multi-sensory experiential learning methodology. This paper presents a state-of-the-art review of extant applications of simulation games in engineering education. It was concluded that proper application of simulation games in engineering education will maximize the student’s transferability of academic knowledge to the industry.
Reference: Journal of Computer Applications in Engineering Education, Volume 19, Issue 3, pages 399–410, September 2011. DOI: 10.1002/cae.20323. 
Authors: Amit Deshpande, Dr. Sam Huang

Simulation Games # 4: Problem-based Learning and Simulation Games

Simulation game based learning is an extension of the problem-based learning paradigm, having all its inherent characteristics plus some additional advantages. Simulation game and problem based learning are both experiential, collaborative, active learning and learner centric approaches. In simulation game, the instructor is a facilitator of learning process and students have the responsibility of learning as in problem-based learning. In problem-based learning, a self-assessment is conducted at the end of the problem or the learning cycle. On the other hand, simulation game has a scoring system that is the indication of one’s performance. Students are motivated to maximize their score by trying alternative strategies and read more literature. This is a significant advantage over problem-based learning. Secondly, simulation games are online computer based where student can learn as per his or her time at any place where there is an internet connection. Some studies have found that engineers are visual learners. Advanced graphics and multimedia may be used to capture the student’s attention. This observation calls for extensive use of simulation games especially in the light of decreasing computer technology cost and increasing speeds. Thirdly, some sort of online help is provided in simulation games. Thus, a student does not have to wait for the instructor to address the difficulty. Last and the most important advantage with simulation games is that they can save a lot of clerical work for students. The student can try out various strategies and alternatives and focus on the parameter of interest leaving the calculation and presentation work for the software. It is a more systematic and organized way of learning.

Simulation Game # 3: Can you impact your employer’s financial fortunes? Do you at least know the business strategy and marketplace?

The article “Don't Pick the Door With the Donkey! Manufacturers get in the Simulation Game” at Automation World describes the effectiveness of simulation games at workplace in large manufacturing corporations. The simulation games have proved very helpful for companies and large corporation for employee development and to have a holistic understanding of the employers business and market strategy. Read this special article at Automation World for more details.

Simulation Games # 2: Simulation Game Continuum

The figure explains the relationship between a game, simulation and simulation game. The positive Y axis represents extend of non-reality from a real world situation and the negative Y axis represents the reality. Games have the element of fantasy and chance while the simulations have elements like mathematical symbols, verbal symbols, pictorial representations and physical forms. The simulation games are the integration of games which retain model reality and simulations which describe the model reality with appropriate mathematical and verbal attributes.

Reference: Ochoa, A., “Simulation and Gaming: Simile or Synonym?,” Pedagogy Journal of Education, Sep. 1969, pp. 104-107.

Simulation Games #1: Definition

It’s been a month that I have not posted but honestly speaking last month was crazy with lot of travel and other personal engagements. On the first day of 2008 I start with a new series on the topic ‘Simulation Games’. This first post will focus on defining the term ‘Simulation Game’.

In spite of the attention and research going on in the field of simulation games its definition remains unclear and ambiguous. Their applications in the field of education and training of professionals demand a precise and unambiguous definition. Simulation in its simplest definition is just “representation of reality”. The purpose of a game is to capture the attention of the player by conflict, motivation to win and a scoring element. The player has a sense of win or loss and gets a performance index in terms of score after the game. The desire to improve the performance and get a better score drives the player to get involved in the game more and more. However, steps to make the game more interesting usually leads to the distortion in the representation of reality.

A simulation game is a game, which has elements like score, performance rating, conflict, and payoff and simulates a real world situation for decision-making or alternative evaluation. These multi sensory experiential learning tools allow the player to experience cooperation and teamwork without the risk of expensive mistakes. Simulation games follow the widely accepted “learning by doing” philosophy. Simulation games have myriad applications in education. Simulation games can be used effectively to teach various subjects and topics.

My primary focus in this series of ‘Simulation Games’ will be to explore it’s applications in education and its implications.

Simulation game based learning is an extension of the problem-based learning paradigm, having all its inherent characteristics plus some additional advantages. Simulation game and problem based learning are both experiential, collaborative, active learning and learner centric approaches. In simulation game, the instructor is a facilitator of learning process and students have the responsibility of learning as in problem-based learning. In problem-based learning, a self-assessment is conducted at the end of the problem or the learning cycle. On the other hand, simulation game has a scoring system that is the indication of one’s performance. Students are motivated to maximize their score by trying alternative strategies and read more literature. This is a significant advantage over problem-based learning. Secondly, simulation games are online computer based where student can learn as per his or her time at any place where there is an internet connection. Some studies have found that engineers are visual learners. Advanced graphics and multimedia may be used to capture the student’s attention. This observation calls for extensive use of simulation games especially in the light of decreasing computer technology cost and increasing speeds. Thirdly, some sort of online help is provided in simulation games. Thus, a student does not have to wait for the instructor to address the difficulty. Last and the most important advantage with simulation games is that they can save a lot of clerical work for students. The student can try out various strategies and alternatives and focus on the parameter of interest leaving the calculation and presentation work for the software. It is a more systematic and organized way of learning.


To read more posts on the Simulation Game click here.