Presenters: Dr. Shannon Flumerfelt , Education Leadership Associate Professor Nic Bongers , eLIS Instructional Graph

1. eCornucopia.2012 ConferenceCreativity Through TechnologyOakland UniversityJune 8, 2012“Teaching Lean in Second Life”9:00am-9:50amOakland Room, OC Presenters: Dr. Shannon Flumerfelt, Education Leadership Associate Professor Nic Bongers, eLIS Instructional Graphic Designer Flumerfelt & Bongers, 2012

2. 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

3. Phenomenon of Creation Flumerfelt & Bongers, 2012

4. Phenomenon of Value Flumerfelt & Bongers, 2012

5. Phenomenon of Lean Thinking Acollective engagement in anever-ending quest for perfection based on respect for people and acontinuous, 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

6. Phenomena of Lean Applications Greater Creativity Proposition Emiliani, B. (2008). Practical lean leadership: A strategic leadership guide for executives. Wethersfield, CT: The Center for Lean Business Management, LLC. p. 3 Creativity Proposition Respect for People Continuous Improvement Flumerfelt & Bongers, 2012

7. Why Virtualize Lean Training Possible Benefits of Virtual Learning: • Engaging, simulated learning (Harris & Rea, 2009) • Better learning velocity (Zhiheng, Yang, Shi, Cheok & Zhu, 2006) • Interaction, collaboration (Czarnecki, 2008) • Minimal classroom restrictions, first-person learning (Loureiro & Bettencourt, 2011) • Problem/project-based learning (Cohen, 2011) Flumerfelt & Bongers, 2012

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. Quick Second Life Demonstration • Instructional Video OU Island • Push/Pull Factory • Lean Poker Flumerfelt & Bongers, 2012