Pin the Tail On the Edustory

PROLOGUE

Yields of next generation CPUs fabricated on semiconductor wafers were trending down, and with them profits and bonuses. Something had to be done, and quick.

Sketch of a line chart showing goal and actual yields

 

PIN

I inherited a course that sought to train workers how to use a loss control system (LCS).

Sketch of an overhead projector presentation
Sadly, it relied on Powerpoint slide after slide in a darkened room.

 

TAIL

You can guess at the result.

Sketch of snoring from a classroom
The learners were disengaged and yields continued to decrease. What to do? What to do?

EDUSTORY

I reworked the course design. We wanted technicians to be able to identify losses and document near-misses that almost resulted in a loss.

Building on an accelerated learning strategy I designed an activity to do just that.

The class began by introducing learners to the LCS components. This took about five minutes. Questions were asked and answered.Sketch of someone removing objects from a wall

Learners would then pull simulated wafers (our product) from a cloth covered wall where they had been held by Velcro.

Sketch of a wafer with a scribbled note on the back

A yellow sticky note on the back of each wafer told a story about what happened to it. Some stories were losses, others near-misses.

EPILOGUE

Learners then determined, based on the LCS criteria, how to document what happened on a worksheet that simulated the online data gathering app.

Sketch of a worksheet

It was my first successful transformational learning experience design. I didn’t know it at the time, but I’d been following a design thinking problem solving model to get there. Getting learners up and moving around, I know now, was straight out of Teach Like A Pirate.Sketch of Edustory, date, and name

 

 

 

 

 

 

 

 

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