eCornucopia.2012 Conference
Creativity Through Technology
Oakland University
June 8, 2012
“Teaching Lean in Second Life”
9:00am-9:50am
Oakland Room, OC
Presenters:
Dr. Shannon Flumerfelt, Education Leadership Associate Professor
Nic Bongers, eLIS Instructional Graphic Designer
Flumerfelt & Bongers, 2012
What is Creativity?
Creativity refers to the phenomenon whereby
a person creates something new (a product,
solution, artwork, literary work, joke, etc.) that
has some kind of value.
Wikipedia, The Free Encyclopedia. (2012). Creativity [online]. Retrieved from:
http://en.wikipedia.org/wiki/Creativity
Flumerfelt & Bongers, 2012
Phenomenon of Creation
SELF
THINKING
CREATION
DOING
Paradigms, Mindsets
Patterns, Routines
Essential Ideas, Processes
Essential Actions, Standards
Flumerfelt & Bongers, 2012
Phenomenon of Value
THINKING
SELF, GROUP, OTHERS
CREATION
DOING
Paradigms, Mindsets
Patterns, Routines
Essential Ideas, Processes
Essential Actions, Standards
Assess/Audit Product,
Context, Process
Deliver Product in Context
with Process
Flumerfelt & Bongers, 2012
Phenomenon of Lean Thinking
A collective engagement in
a never-ending quest for perfection
based on
respect for people and
a continuous, systematic
elimination of waste and
its root cause as
defined by the customer.
Womack, J. , Jones, D. T. & Roos, D. (1990). The machine that changed the world: The story of lean
production. New York: Rawson Associates,
Flumerfelt & Bongers, 2012
Phenomena of Lean Applications
Greater Creativity Proposition
Creativity Proposition
Continuous
Improvement
Respect
for People
Emiliani, B. (2008). Practical lean leadership: A strategic leadership guide for
executives. Wethersfield, CT: The Center for Lean Business Management, LLC. p. 3
Flumerfelt & Bongers, 2012
Why Virtualize Lean Training
Possible Benefits of Virtual Learning:
1. Engaging, simulated learning (Harris & Rea, 2009)
2. Better learning velocity (Zhiheng, Yang, Shi,
Cheok & Zhu, 2006)
3. Interaction, collaboration (Czarnecki, 2008)
4. Minimal classroom restrictions, first-person
learning (Loureiro & Bettencourt, 2011)
5. Problem/project-based learning (Cohen, 2011)
Flumerfelt & Bongers, 2012
Fellowship Opportunity
• Received fellowship through the Pawley Lean
Institute for converting two onground training
simulations to virtual training simulations:
Lean Poker and Push/Pull Factory
• Intended to expand access to learning about
lean tenets and tools
• Selected Second Life because of campus island
and support from eLIS
Flumerfelt & Bongers, 2012
Legos and Poker Cards to Virtual World
• OU Island
• Summer Project 1.0 (develop and test)
• Creating the Simulations and Video Tutorial
– Scripting in LSL
• Summer Project 2.0 (improve and retest)
• Fixing the Simulations
Flumerfelt & Bongers, 2012
First Test
• Live, interactive session with 12 participants
- participants all in one lab (control)
- all different skill levels in virtual worlds
• Co-facilitated by Shannon & Nic in eLIS lab
• Qualitative feedback from 12 participants
• Post-session survey from 3 participants
Flumerfelt & Bongers, 2012
Factory Simulation
• Assembly Line “push”
– Participants are given a role at a station. Vehicles
are created based on a production board.
– Must fill out virtual note cards with strategy and
submit to facilitator
• Build on Demand “pull”
– Participants are given a role at a station. Vehicles
taken by shipping must be replenished.
– Must fill out virtual note cards with strategy and
submit to facilitator
Flumerfelt & Bongers, 2012
Qualitative Feedback: Factory Sim
• Notecards given to simulation facilitator
avatar must be easier to edit and transfer.
• Creating vehicles in the factory needs to be
streamlined. Permissions are too free.
• Production board in the factory must be easier
to reset.
• Moving finished vehicles into the warehouse
takes more skill than other roles in sim.
Flumerfelt & Bongers, 2012
Lean Poker Simulation
• Take a card
– Participants click on a box that gives them a
notecard stating what poker card was drawn.
– Participants find the best partner to create the
strongest poker hand possible
– Strategies are typed on notecards and submitted
to simulation facilitator.
Flumerfelt & Bongers, 2012
Qualitative Feedback: Lean Poker
• Notecards given to simulation facilitator
avatar must be easier to edit and transfer.
• Poker cards taken at random can be repeated,
participants are always drawing from a “new
deck”
• Hierarchy of “winning hands” needs to be
clearer
• When avatars find partners, there should be
an area to sit or circle to stand on.
Flumerfelt & Bongers, 2012
Post-Session Survey
• Advanced technologically with avatars
• Familiar with lean and Second Life
• Believe that virtual simulation is a useful way to
learn
• Ranked quality of learning experience at medium
• Ranked quality of simulation at medium high
• Ranked quality of facilitation at medium
• Offered suggestions for improvement on
scripting, physical layout, rules of playing
simulations
Flumerfelt & Bongers, 2012
Comments, Suggestions on
Virtual Simulations
• Search for an existing simulation you might be able
to use.
• Building from scratch is long and tedious
• Consider acumen, experience of participants
• Restrict avatar permissions to make things easier
• Make physical setup visually clear
• Provide video instructions
• Keep operations/directions to users simple
Flumerfelt & Bongers, 2012
Quick Second Life Demonstration
• Instructional Video OU Island
• Push/Pull Factory
• Lean Poker
Flumerfelt & Bongers, 2012