Experience Mining and Dialogues with a Pattern Language for Creative Learning

Experience Mining and Dialogueswith a Pattern Language for Creative Learning

COINs2011 Workshop

Takashi Iba withMami Sakamoto, Eri Shimomukai,Ko Matsuzuka, & Yosuke YanaoFaculty of Policy Management, Keio University

Talking about your experiences of learning

COINs2011 Workshop

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The tool for thinking and communicating how to learn actively

Talking about your experiences of learning with other participants,using the vocabulary provided in the Learning Patterns.

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Takashi IbaAssociate Professor, Faculty of Policy Management, Keio University, JapanPh.D. in Media and Governance

Current theme of exploration- Theory and methodology of creative processes (Creative Systems Theory / Creative Language)

Other Interests & Activities- social systems theory (complex systems, autopoiesis)- learning & education- network analysis- multi-agent simulation- chaos & generative art- photograph & films

Teaching- Social systems theory- Pattern language- Simulation Design- Mathematics of Complex Systems

iba@sfc.keio.ac.jp

Mami Sakamoto

Eri Shimomukai

Yosuke Yanao

Ko Matsuzuka

Iba Lab., Faculty of Environment and Information Studies, Keio University

Iba Lab., Faculty of Policy Management, Keio University

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The Learning Patterns, a pattern language for creative learning

Reflecting on, talking about, and (re-)designing your own learning.

Becoming future facilitators of this type of workshop in your community.

COINs2011 Workshop

Introductory Session

Dialogue Session

Reflection Session

at terrace

Understanding what a pattern language is like.The Learning Patterns, a pattern language about creative learning

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‣Pattern language is written design knowledge in a certain domain.

design knowledge = the knowledge of problem finding and problem solving

‣A pattern language consists of patterns that describe what kind of problem frequently occurs in a certain context, and what is a good solution for the problem.

‣It was invented as a tool for thinking and communicating about the design (in architecture).

Pattern Language ?

Christopher Alexanderhttp://articles.sfgate.com/2006-02-03/entertainment/17283368_1_mathematical-practical-architecture Chronicle / Jerry Telfer

Context

Problem

Solution

Problem Finding

Problem Solving

design

Design = Problem Finding + Problem Solving

C. Alexander, Notes on the Synthesis of Form, Harvard University Press, 1964

http://stephania32.wordpress.com/

The ultimate object of design is form.

C. Alexander, Notes on the Synthesis of Form, Harvard University Press, 1964

every design problem begins with an effort to achieve fitness between two entities: the form in question and its context.

The form is the solution to the problem; the context defines the problem.

Understanding the field of the context and inventing a form to fit it are really two aspects of the same process.

designer

Context

Problem

Solution

Problem Finding

Problem Solvingdesign

“design knowledge”

pattern language

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Christopher Alexander

C. Alexander, S. Ishikawa, M. Silverstein,A Pattern Language: Towns, Buildings, Construction, Oxford University Press, 1977

The method of pattern languages was originally proposed in architecture in late 70’s.

Ward CunninghamKent Beck

http://commons.wikimedia.org/wiki/File:Ward_Cunningham_at_Wikimania_2006.jpg

Kent Beck & Ward Cunningham, “Using Pattern Languages for Object-Oriented Program”, OOPSLA '87, 1987

http://commons.wikimedia.org/wiki/File:Kent_Beck_no_Workshop_Mapping_XP.jpg

The method of pattern languages was applied into software design in late 80’s

http://researchweb.watson.ibm.com/designpatterns/pubs/ddj-eip-award.htm

GoF (Gang of Four)

Erich Gamma, Richard Helm, Ralph Johnson, John M. Vlissides,Design Patterns: Elements of Reusable Object-Oriented Software,Addison-Wesley Professional, 1994

The method of pattern languages became famous in software design, as design pattern in 90’s.

The method of pattern languages has been applied into new areas of design in a broad sense.

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Learning Patterns consist of 40 patterns, and there are three types of patterns.

• First type is the root pattern of this pattern language. To be concrete, it is Design Your Learning (No.0).

• Second type is the category patterns that emphasize the essence of creative learning and group detail patterns, which we’ll mention next. Making Opportunities (No.1), Creative Project (No.2), and Open-Process Learning (No.3) are category patterns.

• Third type is detail patterns for providing the practical approach to achieve creative learning. 36 patterns are introduced as this type of patterns in this book.

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Pattern From

Pattern Name is the attractive and memorable words that can be used as vocabulary for thinking and communication concerning the way of learning. Introductory Sentences and Illustration are introductory parts that impress the meaning of this pattern lively. Quotations rephrase the essence of this pattern with notable sayings.

Context is the condition for applying the pattern. Problem describes a difficulty that often occurred in the context but is not easy to overcome. Forces are unavoidable laws that make the problem hard to solve. Solution describes the way to solve the problem, which is written in an abstract way. Actions offer concrete approaches to put the solution into practice.

Making a list of the learning patterns you have experienced.

Choose 5 patterns you want to gain in the near future.

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Look for the person who has experienced the learning patterns you want to gain. Listen to their experience of the learning.

Tell your experience of learning, if you meet the people who want to gain the learning patterns you have experienced.

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Learning Patterns consist of 40 patterns, and there are three types of patterns.

• First type is the root pattern of this pattern language. To be concrete, it is Design Your Learning (No.0).

• Second type is the category patterns that emphasize the essence of creative learning and group detail patterns, which we’ll mention next. Making Opportunities (No.1), Creative Project (No.2), and Open-Process Learning (No.3) are category patterns.

• Third type is detail patterns for providing the practical approach to achieve creative learning. 36 patterns are introduced as this type of patterns in this book.

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Pattern Name is the attractive and memorable words that can be used as vocabulary for thinking and communication concerning the way of learning. Introductory Sentences and Illustration are introductory parts that impress the meaning of this pattern lively. Quotations rephrase the essence of this pattern with notable sayings.

Context is the condition for applying the pattern. Problem describes a difficulty that often occurred in the context but is not easy to overcome. Forces are unavoidable laws that make the problem hard to solve. Solution describes the way to solve the problem, which is written in an abstract way. Actions offer concrete approaches to put the solution into practice.

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Design Your LearningThe Learning Patterns help you improve your way of learning, and help you build an active community of learners.

You’ve recognized that continual learning is an essential activity in a complex and fluid society.

▼ In this context

It is not easy to learn how to learn.

Learn the way of learning from the Learning Patterns, which help you achieve good methods for learning.

▼ Therefore

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Making OpportunitiesOpportunities for learning are created, not something that you chance upon or wait for.

You are ready to learn, perhaps having some expectations.

▼ In this context

There are few good opportunities for learning compared with your expectations.

Make opportunities for learning by yourself, based on your interests.

▼ Therefore

Creative ProjectLearn through actively creating,rather than through rote memorization.

You have started to learn, and maybe you want more excitement.

▼ In this context

You are unwilling to learn just by acquiring knowledge and skills.

Launch your project and carry it out to improve your knowledge and skills.

▼ Therefore

Open-Process LearningOpen your learning process to others and the future.

You have already learned to some extent, and you want to deepen your learning.

▼ In this context

Learning tends to be closed. It is difficult to deepen your understanding only by yourself.

Share your learning process and collaborate with others to deepen your and others’ learning.

▼ Therefore

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Jump InDo not hesitate to jump in with your community for learners.

You are just starting out and you have already found the candidate community of learners related to your interests.

▼ In this context

You are still doubtful whether the community is really suitable for you.

Jump in the community for your learning.

▼ Therefore

Learning by Imitation Begins with imitating the ways of the master.

You have just started to learn new skills, maybe after doing Jump In (No.4).

▼ In this context

It is difficult to find your own way from the beginning.

Begin with imitating the ways of the master to learn.

▼ Therefore

Effective Asking The right questions will bring about great improvements in skill development.

You got stuck, and you cannot figure out the way to go forward by yourself.

▼ In this context

It is difficult to get the right answers when you ask vague questions.

Clarify where you got stuck and then seek advice.

▼ Therefore

Output-Driven LearningCreating output teaches you what needs to be input.

You are working on acquiring new knowledge and skills.

▼ In this context

It is difficult to keep learning if the necessity is unclear.

Create an output in order to acquire knowledge and improve your skills.

▼ Therefore

Foreign Language Every DayUse a foreign language on a daily basisrelated to your life and interests.

You’ve recognized that you need to read, write, or speak in a foreign language in the near future.

▼ In this context

It’s difficult to read, write, and speak in a foreign language without any practice.

Involve yourself in the situation of reading, writing and speaking in a foreign language in your daily life.

▼ Therefore

Playful Learning It is easier to learn something newif you can take pleasure in the results.

You find yourself bored by the process of learning.

▼ In this context

Learning as a duty is ineffective and painful.

Take “play” into the process of learning.

▼ Therefore

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Embodied SkillsContinue practicing until you acquire the desired skills.

You want to acquire a skill, and maybe you’ve started to learn.

▼ In this context

It is not enough to memorize the “how to.”

Continue practicing a skill again and again until you can use it unconsciously.

▼ Therefore

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Language ShowerSubmerge yourself in the environment where you inevitably have exposure to the language you want to master.

You want to have a good command of a foreign language.

▼ In this context

To master languages is tough.

Set up your environment where you always listen and read in the target language.

▼ Therefore

Tangible Piles Your growth isn’t built in a day.

You need to continue practicing for acquiring Embodied Skills (No.10) or taking Language Shower (No.11).

▼ In this context

It is not easy to keep yourself motivated to learn.

Record the activities of your learning for reinforcement and reflect on your track record.

▼ Therefore

Tornado of LearningLearn powerfully like the vacuum of a tornado, involving knowledge that you need.

You’ve found that there are a lot of resources, for example books, articles, and courses, about what you are interested in.

▼ In this context

An effective learning is not brought about by passively receiving information.

Collect information related to your interests like the vacuum of tornado.

▼ Therefore

Triangle ScalingBroaden the hole if you want to dig deeper.

You’ve been interested in something, but you have only a shallow understanding of it.

▼ In this context

You do not know how to develop your understanding of what you only roughly know.

Acquire knowledge related to what you want to understand, and you will understand it better.

▼ Therefore

Chain of ExcitementExcitement comes to people who crave excitement.

You have made some progress of learning, and perhaps you think that you’ve almost achieved your initial goal.

▼ In this context

How can we become more active in explorations and studies?

The strong emotion that you experience once you are able to grasp something or are able to resolve that which you have not thought of is a great motivator for studying.

▼ Therefore

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Thinking in ActionCreating prototypes or diving into fieldsdeepens your thinking.

You have been studying by reading books, articles, or other written materials.

▼ In this contextIt is difficult to get out of the situation where you have becomestuck.

Deepen your thought process by making prototypes and doing fieldwork.

▼ Therefore

Prototyping It is not until you make some prototypesthat you figure out what you really want to make.

You have an idea and are almost ready to implement it.

▼ In this context

You cannot clarify an image of what you will create.

Make some prototypes and consider how to make it better.

▼ Therefore

Field Diving It’s not until diving into the field that you touch upon reality.

You are thinking about and have an interest in an actual problem.

▼ In this context

You cannot touch upon reality only by referring to documents.

Dive into the field and work with the people concerned while maintaining the viewpoint of an outsider.

▼ Therefore

Multi-Camera ShootingViewing a subject from different angles is necessary to a deeper understanding.

You are realizing that you have only a shallow understanding of what you are interested in.

▼ In this context

It is difficult to deepen your understanding more and more.

Collect a lot of information about targeted knowledge you wish to acquire, and understand it from various angles.

▼ Therefore

A Bird’s- & Bug’s-Eye ViewTake two points of view in turns:look at the whole, and look at the details.

You are studying what you want to understand or working on creating an output.

▼ In this context

You have trouble improving the quality of an idea or the result that is mediocre.

Take turns viewing the whole and then the detailed points.

▼ Therefore

Hidden ConnectionsAn unexpected connection is the very thing that is exciting.

You are studying something from typical points of view.

▼ In this context

Unexpected discoveries hardly manifest themselves from a conventional classification.

Explore hidden connections among things to attain inspiration.

▼ Therefore

Frontier FinderYou cannot venture on a new journeywithout knowing where the frontiers are.

You’ve started to engage in your exploration.

▼ In this contextYou have to know where the frontier of exploration is in order to conduct valuable activity.

Grasp the frontier of the field, and then acquire the knowledge needed to reach that line.

▼ Therefore

That is a frontier!

Creative SwitchBoth logic and intuition are necessary for creative thinking.

You are creating an output, and you’ve had some progress.

▼ In this contextLogical thinking is not enough to achieve a breakthrough without intuitive thinking, and vice versa.

Switch between two modes of logical and intuitive thinking.

▼ Therefore

Fruit FarmingStart small, nurture its growth,and your activity will bear fruit!

You are planning to create an output, but it might be too big vision.

▼ In this context

It is difficult to grow a big result at once.

Do your best to put your idea into shape as a seed, and then nurture it.

▼ Therefore

Initial Draft Only HalfwayMake an initial draft to clarify your understanding, and then re-write it again and again for readers.

You are writing your ideas in order to share them with others.

▼ In this context

Initial draft is not suitable to be read by others.

After finishing an initial draft, brush it up with an objective view, while considering whether or not readers can easily understand.

▼ Therefore

Initial Draft Finished!

Completed!

Attractive ExpressionThe way of expression is the message.

You are starting to make your presentation to share your idea or product with others.

▼ In this context

Your idea / product seems not to be attractive to others.

Find better ways of expression for attracting others.

▼ Therefore

Acceleration to NextJust before your goal, set the next goaland hit the accelerator again.

You are almost achieving your goal.

▼ In this context

Your motivation is faltering even though the goal is within reach.

Set the next goal and pass through the current goal without slowing down.

▼ Therefore

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Community of LearningTwo heads or more are likely better than one.

You’ve realized that what you are starting to work on is a challenging problem or activity.

▼ In this context

What you want to study is too big and too hard to explore alone.

Build a community of learning with people who share similar interests.

▼ Therefore

Good RivalsFind good rivals, and inspire each other.

You’ve realized that you need to spend a lot of time for achieving your goal.

▼ In this context

It is difficult to keep making an effort alone.

Make good rivals and inspire each other.

▼ Therefore

Consequential EncounterYou can find somebody who shares your interest to yours in the place you are interested in.

You want fellows to share and discuss the topics related to what you areinterested in.

▼ In this context

There is little opportunity for meeting people who have similar interests as you.

Meet people who have similar interests as yours by participating in the field you are interested in.

▼ Therefore

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Firm DeterminationPut your determination into shape. Restricting determination within your mind is not enough.

You are just starting to a challenging activity.

▼ In this context

It is too easy to give up on challenging activities.

Firmly determine what you are going to do, and set up the environment for concentrating on it.

▼ Therefore

I do my best

Wow!!Oh～

Talking ThinkerTalk a lot about your idea rather than be a silent “thinking reed.”

You’ve worked on developing your idea, but it is not so clear.

▼ In this context

Thinking alone often brings you to a dead end.

Explain what you think to improve your idea.

▼ Therefore

Learning by TeachingYou can learn many things from teachingas well as being taught.

You’ve studied a certain topic to some extent so far.

▼ In this context

You have no idea how you can improve your superficial understandings.

Teach others your knowledge while considering their levels, and you can gain an understanding on various levels.

▼ Therefore

Obvious ReasonNever forget to ask “why?”

You’ve dedicated yourself to a certain activity.

▼ In this context

You cannot find any obvious reasons for what you are doing.

Confirm the meanings of your assumptions by questioning yourself again.

▼ Therefore

Right WayDoes your current approach really lead to your goal?

You are working on your activity in a certain way.

▼ In this context

The wrong way will lead you away from your goal.

Consider whether your current way is actually correct or not; then quickly change your approach as necessary.

▼ Therefore

Brave ChangeDiscarding what you have is a starting point to explore new possibilities.

You’ve just realized that there is any obvious reason of your activity or that the current way of the activity is inappropriate.

▼ In this context

There seems to be no solution to break through the current dilemma.

Throw away previous themes or approaches to achieve a wider view for the future.

▼ Therefore

Explorer’s PassionIt is difficult to carry out hard explorations without passion.

After acquiring knowledge and improving skills, you finally need to decide the subject to explore from now on.

▼ In this context

It is hard to choose a subject for which you will be able to carry out an exploration.

Choose a topic that you can be passionate about something for which you feel “love” or “rage.”

▼ Therefore

Self-ProducingBecome your own producer.

You’ve had a clear goal and started to engage in your activity.

▼ In this context

It is difficult to design your career despite your attempts.

Design a concrete plan to achieve your goal while inventing your future.

▼ Therefore

Be Extreme!The distinguished often used to be (regarded as) extreme.

As a result of your dedication to activities, you’ve established a reputation for them. You, however, feel that it is not enough.

▼ In this context

In spite of your best effort, you and your results hardly see the light of day.

Think strategically where you can/want to be distinguished and just do it in order to greatly differentiate yourself from others.

▼ Therefore

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TS%G*8,'-%9$$1+0"',0,)7

US%D+)*0,5)%=+1V)40

!"#$%%&'(")$(*+$*&,-'".'&$%/0&")&$'(/(* 1$%%&'(2

!"#$%&'()*+',"-+&$&%.$/0

Then, give us your copy (yellow sheet)

Get 5 cards

!"#$%&'!"#$"%#&'()%*%'#%"#+,-.#)$#/)%&#0",1#2"--,$)%0#3"1#4'*1$'1(5

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(5

9"0$"0:;+,5)'%()*+','->1'*%)$7#",%.,%#%'*2&'(#0",#/&*%#$''=(#%"#:'#)$.,%5

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(8

233)40,5)%678,'-8&'#1)7&%#9,'(%)"$(#/)44#:1)$7#*:",%#71'*%#)-.1";'-'$%(#)$#(<)44#=';'4".-'$%5

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(7

()*+','-%./%&#,0*0,1'6'7)$(#/)%&#)-)%*%)$7#%&'#/*0(#"3#%&'#-*(%'15

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(6

!"#$%&'!"#$"%#&'()%*%'#%"#+,-.#)$#/)%&#0",1#2"--,$)%0#3"1#4'*1$'1(5

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(5

Get 5 cards of the patterns that you want to gain in the near future.

after this Introductory Session

!"#$%&$'($)*&'&'+),'-).&,/0+1$230%4250#)65$$7

!"#$%&$'()*+%(,-*%"$%('./(,-*%0*$*1'$.2*%,22%&,))*$(3%)0,)%4"#%0,5*%*6&*$'*(.*+7%,(+%%&#)%,%%.0*./-,$/%"(%8#3)%9%&,))*$(3%)0,)%4"#%%:,()%)"%+"%'(%)0*%(*,$%;#)#$*<

!"#$%&'()*+','-%./%&#,0*0,1'233)40,5)%678,'-

9"0$"0:;+,5)'%()*+','-<1+),-'%(*'-"*-)%25)+/%;*/=>*/3">%()*+','-

2#.1?,)?%@8,>>7(*'-"*-)%@A1B)+C*'-,.>)%=,>)7

C1+'*?1%13%()*+','-C+,*'->)%@4*>,'-DA*,'%13%2E4,0)#)'0F%

CA,'8,'-%,'%640,1'=+1010/$,'-<,)>?%;,5,'-

G">0,:D*#)+*%@A110,'-6%H,+?I7:%J%H"-I7:2/)%K,)BL,??)'%D1'')40,1'7

<+1'0,)+%<,'?)+D+)*0,5)%@B,04A<+",0%<*+#,'-

&',0,*>%;+*30%9'>/%L*>3B*/600+*40,5)%2E$+)77,1'644)>)+*0,1'%01%M)E0

D1##"',0/%13%()*+','-N11?%O,5*>7D1'7)P")'0,*>%2'41"'0)+

<,+#%;)0)+#,'*0,1'C*>8,'-%CA,'8)+()*+','-%./%C)*4A,'-

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TS%G*8,'-%9$$1+0"',0,)7

US%D+)*0,5)%=+1V)40

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!"#$%&'()*+',"-+&$&%.$/0

!"#$%&'!"#$"%#&'()%*%'#%"#+,-.#)$#/)%&#0",1#2"--,$)%0#3"1#4'*1$'1(5

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(5

9"0$"0:;+,5)'%()*+','->1'*%)$7#",%.,%#%'*2&'(#0",#/&*%#$''=(#%"#:'#)$.,%5

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(8

233)40,5)%678,'-8&'#1)7&%#9,'(%)"$(#/)44#:1)$7#*:",%#71'*%#)-.1";'-'$%(#)$#(<)44#=';'4".-'$%5

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(7

()*+','-%./%&#,0*0,1'6'7)$(#/)%&#)-)%*%)$7#%&'#/*0(#"3#%&'#-*(%'15

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(6

!"#$%&'!"#$"%#&'()%*%'#%"#+,-.#)$#/)%&#0",1#2"--,$)%0#3"1#4'*1$'1(5

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(5

The list of patterns that you have experienced.

5 patterns that you want to gain in the near future.

We’ll use these sheet and cards in next session

Look for the person who has experienced the learning patterns you want to gain. Listen to their experience of the learning, and write them down on you card.

Tell your experience of learning, if you meet the people who want to gain the learning patterns you have experienced.

!"#$%&$'($)*&'&'+),'-).&,/0+1$230%4250#)65$$7

!"#$%&$'()*+%(,-*%"$%('./(,-*%0*$*1'$.2*%,22%&,))*$(3%)0,)%4"#%0,5*%*6&*$'*(.*+7%,(+%%&#)%,%%.0*./-,$/%"(%8#3)%9%&,))*$(3%)0,)%4"#%%:,()%)"%+"%'(%)0*%(*,$%;#)#$*<

!"#$%&'()*+','-%./%&#,0*0,1'233)40,5)%678,'-

9"0$"0:;+,5)'%()*+','-<1+),-'%(*'-"*-)%25)+/%;*/=>*/3">%()*+','-

2#.1?,)?%@8,>>7(*'-"*-)%@A1B)+C*'-,.>)%=,>)7

C1+'*?1%13%()*+','-C+,*'->)%@4*>,'-DA*,'%13%2E4,0)#)'0F%

CA,'8,'-%,'%640,1'=+1010/$,'-<,)>?%;,5,'-

G">0,:D*#)+*%@A110,'-6%H,+?I7:%J%H"-I7:2/)%K,)BL,??)'%D1'')40,1'7

<+1'0,)+%<,'?)+D+)*0,5)%@B,04A<+",0%<*+#,'-

&',0,*>%;+*30%9'>/%L*>3B*/600+*40,5)%2E$+)77,1'644)>)+*0,1'%01%M)E0

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<,+#%;)0)+#,'*0,1'C*>8,'-%CA,'8)+()*+','-%./%C)*4A,'-

9.5,1"7%O)*71'O,-A0%Q*/H+*5)%DA*'-)

2E$>1+)+I7%=*77,1'@)>3:=+1?"4,'-H)%2E0+)#)F

RS%9$)':=+14)77%()*+','-

TS%G*8,'-%9$$1+0"',0,)7

US%D+)*0,5)%=+1V)40

!"#$%%&'(")$(*+$*&,-'".'&$%/0&")&$'(/(* 1$%%&'(2

!"#$%&'()*+',"-+&$&%.$/0

!"#$%&'!"#$"%#&'()%*%'#%"#+,-.#)$#/)%&#0",1#2"--,$)%0#3"1#4'*1$'1(5

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(5

9"0$"0:;+,5)'%()*+','->1'*%)$7#",%.,%#%'*2&'(#0",#/&*%#$''=(#%"#:'#)$.,%5

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(8

233)40,5)%678,'-8&'#1)7&%#9,'(%)"$(#/)44#:1)$7#*:",%#71'*%#)-.1";'-'$%(#)$#(<)44#=';'4".-'$%5

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(7

()*+','-%./%&#,0*0,1'6'7)$(#/)%&#)-)%*%)$7#%&'#/*0(#"3#%&'#-*(%'15

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(6

!"#$%&'!"#$"%#&'()%*%'#%"#+,-.#)$#/)%&#0",1#2"--,$)%0#3"1#4'*1$'1(5

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(5

!"#$%&'!"#$"%#&'()%*%'#%"#+,-.#)$#/)%&#0",1#2"--,$)%0#3"1#4'*1$'1(5

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(5

9"0$"0:;+,5)'%()*+','->1'*%)$7#",%.,%#%'*2&'(#0",#/&*%#$''=(#%"#:'#)$.,%5

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(8

233)40,5)%678,'-8&'#1)7&%#9,'(%)"$(#/)44#:1)$7#*:",%#71'*%#)-.1";'-'$%(#)$#(<)44#=';'4".-'$%5

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(7

()*+','-%./%&#,0*0,1'6'7)$(#/)%&#)-)%*%)$7#%&'#/*0(#"3#%&'#-*(%'15

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(6

!"#$%&'!"#$"%#&'()%*%'#%"#+,-.#)$#/)%&#0",1#2"--,$)%0#3"1#4'*1$'1(5

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(5

Get 5 cards of learning patterns that you want to gain in the near future.

Go to the terrace for the dialogue session of this workshop.

Dialogue Session Workshop@COINs2011

Reflection Time!

Write declarations for your future learning.

!"#$%&'!"#$"%#&'()%*%'#%"#+,-.#)$#/)%&#0",1#2"--,$)%0#3"1#4'*1$'1(5

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(5

And put them on your deskor hang them on the wall in your room

Visualizing and Analyzing the experiences,which is mined with using the pattern language

•How many participants have experience of each pattern?

•How many patterns have been experienced for each participant?

•Co-occurrence network of patterns

•Co-occurrence network of participants

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2417-473"LM<N35"O41768I3"H6I3B"

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H5<:<:9/617"G63IK"F6@617"

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016;4I"F54Y"D1I9"X4IJN49"AZ54?;@3"=Q/53BB6<1"A??3I354;<1":<"[3Q:"

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T54@3"PM4173"=Q/I<535UB"H4BB6<1"

L3IJEH5<K-?617"T3"=Q:53.3R"

•How many participants have experience of each pattern?

Attractive Expression

Explorer’s Passion

Thinking in

Action

Tornado of

Learning Embodied

Skills

Fruit Farming Multi Camera

Shooting

Learning by

Teaching

Output Driven Learning

Brave Change

Be Extreme!

Initial Draft Only

Halfway

Obvious Reason

Good Rivals

Foreign Language

Every Day

Right Way Talking

Thinker

Effective Asking

Consequential Encounter

Tangible Piles

Community of

Learning

Chain of

Excitement!

Jump In

A Bird’s

& Bug’s Eye

View Self Producing

Field Diving

Frontier Finder

Acceleration to Next

Hidden Connections

Prototyping

Firm Determination

Triangle Scaling

Playful Learning

Language Shower

Creative Switch

Learning by

Imitation

Co-occurrence network of patterns@COINs2011 Workshop

Joanna Lyisoureutoy

Sibashicu

Chris Miller

Melina

No name 1 Takis

Allycia Jones

Karsten Jansen

Matthaus Zylka

Jermain Kaminski

Peter Gloor

Robin Ricjardson Ralf

Thomas Fundnerder

Misali Salasez

Catherine Walthard

Co-occurrence network of participants@COINs2011 Workshop

!"#$%&'()

/%.+0%%!+

2008～2009@Keio SFCLearning Patterns Project

Learning Patterns Project2008～2009@Keio SFC

Oct.1,2008

Oct.8,2008

Oct.15,2008

Oct.29,2008

Learning Patterns Project

Nov.5,2008

Nov.7,2008

Nov.12,2008

Nov.26,2008

Dec.3,2008

Dec.12,2008

Dec.17,2008

Dec 21,2008

Jan.14,2008

Jan.21,2008

Jan.7,2009

Writing Process of the pattern “Learning by Teaching”

“How to Write Tacit Knowledge As a Pattern Language: Media Design for Spontaneous and Collaborative Communities” (Takashi Iba, Mami Sakamoto, and Toko Miyake, COINs2010)

No.0「学びのデザイン」

井庭

加藤

三宅

下西

小林

09/02/07 09/02/0909/02/05

花房

四元

飯田

坂本

09/02/09

No.5「知のワクワク！」

井庭

加藤

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小林

08/12/10

花房

四元

飯田

坂本

08/12/21 08/12/3108/12/27 09/01/07 09/02/1108/12/10 08/12/17 09/02/11

No.10「身体で覚える」

井庭

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08/12/23 09/01/07 09/03/06 09/03/0908/11/05 08/11/26 09/01/04 09/03/0708/11/05

No.15「学びのなかの遊び」

井庭

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‘08/11/26 ‘08/12/03

花房

四元

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坂本

‘08/12/10 ‘08/12/21 ‘08/12/27 ‘09/01/04‘08/12/31

‘09/03/07‘09/01/07 ‘09/03/09‘09/03/08‘09/03/08‘09/03/07

No.20「広がりと掘り下げの「Ｔ字」」

井庭

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‘08/12/21‘08/12/17

花房

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坂本

‘09/01/04‘09/01/04 ‘09/01/07 ‘09/03/09 ‘09/03/09

‘09/03/11‘09/03/12

No.25「自分で考える」

井庭

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‘08/11/12

花房

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‘09/03/10

‘09/03/10‘09/03/10‘09/03/10‘09/03/11‘09/03/11

‘09/03/12

No.30「ライバルをつくる」

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09/01/14 09/03/10

09/03/11‘09/0310’09/0311‘09/0310

09/03/1209/01/21

No.35「書き上げたは道半ば」

井庭

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‘08/11/26 ‘09/01/07‘08/12/17

花房

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坂本

‘09/01/04’09/01/04‘08/12/17 ‘08/12/21 ‘09/03/12 ‘09/03/13

‘09/03/12‘09/03/12‘09/03/12‘09/03/12

No.1「SFCマインドをつかむ」

井庭

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小林

08/12/17

花房

四元

飯田

坂本

08/12/10 09/01/0408/12/31 09/01/06 09/02/0909/02/0909/02/07

No.6「研究への情熱」

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08/11/20

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四元

飯田

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08/11/24 09/01/0409/01/04 09/01/07 09/02/11 09/02/11

No.11「成長の発見」

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08/12/23 09/01/07 09/03/06 09/03/0908/11/05 09/01/0409/01/02 09/03/0708/11/05

No.16「動きのなかで考える」

井庭

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‘08/10/26

花房

四元

飯田

坂本

‘09/03/09‘08/11/12‘08/10/28 ‘08/10/28 ‘08/10/28 ‘09/03/09‘09/03/09

‘09/03/09

No.21「隠れた関係性から学ぶ」

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08/11/23 09/03/1208/12/21 08/12/25 09/01/02 09/01/05 09/03/1009/03/1109/03/1109/03/10

No.26「目的へのアプローチ」

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‘08/12/21 ‘08/12/27

花房

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坂本

‘09/01/07 ‘09/03/10

‘09/03/10

‘09/03/10‘09/03/10

‘09/03/11

‘09/03/12

No.31「教えることによる学び」

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08/12/21 08/12/27 09/01/07 09/03/1308/11/07 08/12/17 08/12/21 08/12/31 09/03/1209/03/12

No.36「ゴール前のアクセル」

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‘08/12/21‘08/11/12

花房

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坂本

‘09/01/07 ‘09/03/12

‘09/03/12‘09/03/12‘09/03/13‘09/03/12

‘09/03/13‘08/12/10

No.2「研究プロジェクト中心」

井庭

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08/12/10

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08/12/21 08/12/25 09/02/07 09/02/09 09/02/09

No.7「まずはつかる」

井庭

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08/11/22

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09/01/0409/01/02 09/01/05 09/03/06 09/03/0908/11/20

09/03/0609/03/0709/03/07

No.12「言語のシャワー」

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08/12/21

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09/01/0409/01/0208/12/20 08/12/21 08/12/24 09/01/05 09/03/07

09/03/0709/03/0809/03/08

09/03/09

No.17「フィールドに飛び込む」

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‘08/11/26 ‘08/12/27‘08/12/10

花房

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‘09/03/09 ‘09/03/09‘09/03/09

‘09/03/09‘09/01/07‘08/12/30‘09/01/04

No.22「右脳と左脳のスイッチ」

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‘08/11/20 ‘08/12/22‘08/12/17

花房

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‘09/01/04‘09/03/10‘08/12/31

‘09/03/10‘09/01/07

‘09/03/10

‘09/03/11

‘09/03/12‘09/03/11

No.27「捨てる勇気」

井庭

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‘08/11/10‘08/11/02

花房

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‘09/03/10‘08/11/05 ‘08/11/12‘09/03/11‘09/03/10‘09/03/11‘09/03/10

‘09/03/12

No.32「外国語の普段使い」

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‘08/12/21 ‘08/12/27‘08/12/10

花房

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‘09/01/07‘09/01/04‘08/12/31 ‘09/03/12

‘09/03/12’09/03/12‘09/03/12

‘09/03/13

No.37「セルフプロデュース」

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‘08/12/31

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飯田

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‘09/01/07 ‘09/03/12

‘09/03/12‘09/03/12‘09/03/13‘09/03/12

‘09/03/13‘08/12/22‘08/12/10

No.3「SFCをつくる」

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08/12/2108/12/17

花房

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08/12/17 09/01/04 09/01/07 09/02/0709/02/09

09/02/09

No.8「「まねぶ」ことから」

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08/10/30 09/03/0908/11/05 08/11/12 09/03/0608/11/01 08/11/05 08/11/12 08/11/1209/03/0609/03/0709/03/07

08/11/12

No.13「アウトプットからはじまる学び」

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‘08/11/02 ‘08/11/05‘08/10/31

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飯田

坂本

‘09/01/10 ‘09/01/12 ‘09/03/07‘09/03/07

‘09/03/08‘09/03/08 ‘09/03/09

No.18「偶有的な出会い」

井庭

加藤

三宅

下西

小林

08/12/10

花房

四元

飯田

坂本

08/12/21 09/01/0408/12/3108/12/27 09/01/07 09/03/09 09/03/09

09/03/11 09/03/1208/12/10 08/12/17

No.23「「鳥の眼」と「虫の眼」」

井庭

加藤

三宅

下西

小林

花房

四元

飯田

坂本

08/12/21 08/12/27 09/01/07 09/03/10

09/03/1109/03/1009/03/1009/03/11

09/03/1208/12/10 08/12/17

No.28「学びの共同体をつくる」

08/12/21 08/12/21 09/01/0408/12/27 09/01/07 09/03/1109/03/10

09/03/1009/03/11

09/03/1209/03/1008/12/1708/12/03

井庭

加藤

三宅

下西

小林

花房

四元

飯田

坂本

No.33[「小さく産んで大きく育てる」

井庭

加藤

三宅

下西

小林

09/01/14

花房

四元

飯田

坂本

09/01/21 09/03/12 09/03/1309/03/12

No.38「断固たる決意」

井庭

加藤

三宅

下西

小林

08/10/31

花房

四元

飯田

坂本

09/03/1208/11/12 09/03/12 09/03/1308/11/1108/11/0908/11/02 08/11/0708/11/01

No.4「学びの竜巻」

井庭

加藤

三宅

下西

小林

08/10/28

花房

四元

飯田

坂本

09/02/1108/10/2808/10/28 09/02/11

No.9「教わり上手になる」

井庭

加藤

三宅

下西

小林

花房

四元

飯田

坂本

08/12/10 08/12/27 09/01/07 09/03/06 09/03/0908/11/20 08/12/21 08/12/31 09/03/07

No.14「プロトタイピング」

井庭

加藤

三宅

下西

小林

‘08/11/26 ‘08/12/03

花房

四元

飯田

坂本

‘08/12/10 ‘08/12/21 ‘08/12/27 ‘09/01/04‘08/12/31

‘09/03/07‘09/01/07 ‘09/03/09‘09/03/08‘09/03/08‘09/03/07

No.19「フロンティアンテナ」

井庭

加藤

三宅

下西

小林

09/03/09

花房

四元

飯田

坂本

09/03/1109/03/09 09/03/1208/10/28 08/10/29

08/10/31 08/11/05 08/11/08 08/11/10 09/03/10 09/03/1109/03/10

09/03/1009/03/11

09/03/1208/10/31

井庭

加藤

三宅

下西

小林

花房

四元

飯田

坂本

No.26「量は質を生む」

No.29「「はなす」ことでわかる」

井庭

加藤

三宅

下西

小林

花房

四元

飯田

坂本

08/12/21 08/12/27 09/01/07 09/03/10

09/03/1109/03/1009/03/1109/03/1009/03/10

09/03/1208/11/07 08/11/26 08/12/21 08/12/31

No.34「魅せる力」

井庭

加藤

三宅

下西

小林

‘08/11/20 ‘08/12/24

花房

四元

飯田

坂本

‘09/03/12’09/03/12‘09/03/12’09/03/12

‘09/03/12 ‘09/03/13‘09/01/06‘08/12/31

No.39「突き抜ける」

井庭

加藤

三宅

下西

小林

‘09/01/04‘09/01/05‘08/12/25

花房

四元

飯田

坂本

‘09/03/12‘09/01/04‘09/01/02

‘09/03/12‘09/03/12‘09/03/13‘09/03/12

‘09/03/13

The original Japanese edition of the Learning Patterns

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csv files for graph reprensentation

tsv files fornetwork visualization

Joanna Lyisoureutoy

Sibashicu

Chris Miller

Melina

No name 1 Takis

Allycia Jones

Karsten Jansen

Matthaus Zylka

Jermain Kaminski

Peter Gloor

Robin Ricjardson Ralf

Thomas Fundnerder

Misali Salasez

Catherine Walthard

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Talking about your experiences of learning with other participants,using the vocabulary provided in the Learning Patterns.

COINs2011 Workshop

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Learning Patterns WorkshopThe biggest workshop we’ve facilitate is 450 participants!

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The Learning Patterns, a pattern language about creative learning.

“Pattern Language 3.0: Methodological Advances in Sharing Design Knowledge”(Takashi Iba)

Interactive Session @ COINs2011

“Collaborative Mining and Writing of Design Knowledge”(Mami Sakamoto & Takashi Iba)

About the making process of the Learning Patterns

“Editorial Collaboration Networks of Wikipedia Articles in Various Languages” (Takashi Iba, Ko Matsuzuka, & Daiki Muramatsu)

Paper Session @ COINs2011

Members [Original Japanese Edition, 2008-2009]Takashi IbaToko MiyakeKazeto ShimonishiTsuyoshi KatoYuji KobayashiNatsumi YotsumotoMariko HanabusaMayu IidaMami Sakamoto

Members [English Edition, 2009-2011]Takashi IbaMami SakamotoNatsumi YotsumotoTakumi ShimizuBui Hong HaTsuyoshi KatoNoriko ChujoYuki KitayamaShunsuke FujiiYuriko NagataYusuke KonoToko MiyakeMiyuko Naruse

since 2008 -

Experience Mining and Dialogues with a Pattern Language for Creative Learning

Education

Situational dialogues

Dialogues 33

Humanitarian Dialogues

Pattern and Reality a Brief Introduction to Creative Systems Theory

Towards a System of Pattern-Enhanced Cooking in the Inclusively Creative City

Dialogues concerning Natural Religion - Assetsassets.cambridge.org/97805216/03591/frontmatter/9780521603591...Dialogues concerning Natural Religion ... David Hume: Dialogues Concerning

Science Communication: Deficits, Dialogues, and Deniersrsg.northwestern.edu/resources/Lewenstein.deficits dialogues and... · Deficits, Dialogues, and Deniers Bruce V. Lewenstein

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The First International Symposium for Creative Pattern Cuttingcostumesociety.org.uk/uploads/CREATIVE_PATTERN_CUTTING... · 2012. 10. 23. · The First International Symposium in Creative

Dialogues #31

The Vodafone CR dialogues The Vodafone CR dialogues

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"The pattern of creative economy Bandung " by Tantan Hermansah

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· 2017-01-06 · HIGH FLYER SERIES TRIAL EXAMINATION BABY CLASS - 2016 CREATIVE AND PATTERN CLASS. HIGH FLYER SERIES 001 NAME. Colour the pictures 001/ Baby class Creative & Pattern

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Pattern Summaries Under Creative Commons

Dutch Dialogues