Takashi Iba's Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions" at 19th International Conference on Pattern Languages of Programs (PLoP2012), Tucson Arizona, USA, Oct, 2012. Unabbreviated Edition.

1. Pattern Language 3.0
Writing Pattern Languages for Human Actions
Takashi Iba
Faculty of Policy Management
Keio University
http://twitter.com/taka_iba
http://creativesystemslab.blogspot.jp/
Invited Talk at PLoP2012 (Oct. 19,2012)

2. Potential Domains
of Pattern Languages
What are potential domains where
Pattern Language can be applied to?

3. Potential ity
of Pattern Writers
What are the potentiality of people who
can write pattern languages?

4. Pattern Languages
Potential ly
Save the world
What are significant applications of
pattern languages for people on earth?

5. 井庭 崇

6. Takashi Iba
井庭 崇

7. Takashi Iba
井庭 崇
• born in 1974 in Japan
• a trans-disciplinary researcher, creator, and writer, explores the
nature of creativity and works to build media to nurture it.
• an associate professor at the Faculty of Policy Management, Keio
University, Japan
• Ph.D. in Media and Governance, from Keio University in 2003.
• a visiting scholar at the MIT Center for Collective Intelligence,
2009-2010

10. “Force = Why the problem is hard.” (Bootcamp)
May the force be with you.

13. 13

14. 14

15. 15

16. 16

17. 17

18. abstraction

19. imagination

20. communication

21. abstraction
imagination
communication

22. systems theory
modeling
&
pattern languages

24. Takashi Iba, Yoshihisa Fukuhara,
Introduction to Complex Systems:
The Adventure to the Frontier of
Knowledge, NTT Publishers,
in Japanese, 1998
National best seller, twenty thousand copies!

25. Takashi Iba, "A Study on Simulating Economies
and Societies as Evolutionary Complex Systems,"
Ph.D Thesis for Graduate School of Media and
Governance, Keio University, 2003

26. PlatBox Simulator, a software platform to execute and
to analyze the agent-based social simulations.
Component Builder, a tool for designing the model
component plugged into PlatBox Simulator.

27. Model-Driven Development of Agent-Based Social Simulations
Model-Driven Development
Conceptual Model Simulation Model
Component
Builder
Source Code of Simulation
Java
Compiler
Executable Program of Simulation

28. PlatBox Model Framework

29. Modeling with
UML diagram
+
Action Parts

30. Action Parts
We define 281 action parts.
All actions in social simulation can be
described with combining these parts.
Memorize/Recall Increase the value of DoubleInformation the Agent has
Change the status of the Agent Reduce the value of DoubleInformation the Agent has
Acquire the status of the Agent Update the value of DoubleInformation the Agent has
Recieve Goods and Information Increase the value of IntegerInformation the Agent has
Acquire the status of other Agent Reduce the value of IntegerInformation the Agent has
Acquire the world status Change the value of IntegerInformation the Agent has
Send Goods and Information
Change the status of other Agent
テキスト
Check the current status of this Behavior
Specify the Type of this Behavior
Change the world status Delete Information the Agent memorized
Acquire the details of Information Assign all memorized Information of the Agent to a Map
Acquire the detals of Goods Make the Agent Recall Information
Acquire Set Make the Agent Memorize Information
Acquire the details of Relation Acquire all specified Types of Goods from the Agent
Create new Information Acquire specified quantity of Goods from the Agent
Create new Goods Acquire specified Parent-Type of Goods from the Agent and Assign them to a Set
Create new Set Acquire specified Parent-Type and quantity of Goods from the Agent and Assign them to a Set
Edit Information Connect one way Relation between the Agent and others
Change the status of Goods Connect mutual Relation between the Agent and others
Control Set Disconnect mutual Relation between the Agent and others
Calculate Disconnect one way Relation of the Agent
Output Disconnect all specified Types of Relations of the Agent
Terminate the Agent Disconnect a specified Parent-Type of Relations of the Agent
Add Behavior to the Agent Close active Channel
Delete Behavior of the Agent Specify the Agent
Obtain Goods Specify the Type of the Agent
....... Check whether the Agent has the specified Type of Goods
.........

31. Model-Driven Development of Agent-Based Social Simulations
Model-Driven Development
Conceptual Model Simulation Model
Component
Builder
Source Code of Simulation
Java
Compiler
Executable Program of Simulation

32. Model Patterns
A Pattern Language for Agent-Based Social Modeling
コミュニケーションのモデル・パターン
Immediate Reply
【 QuestionBehavior 】
■ 目的
他のエージェントに質問し 、直ちに返答を受ける。
AbstractBehavior
( from org.boxed_economy.besp.model.fmfw.behavior )
■ 動機
Question Reply AbstractQuestionBehavior
Behavior Behavior
他のエージェントの属性等について知りたい場合 Questioner Respondent
に、質問をして問い合わせることがある。 ToRespondent
QuestionBehavior
questionAction ( )
readReplyAction ( )
QuestionInformation isReply ( )
■ 基本動作
Questioner エージェントと Respondent エージェ Question
Behavior
Reply
Behavior
ントが登場する。 Questioner エージェントは、 Ques- Questioner Respondent
【 ReplyBehavior 】
tionBehavior をもっており、 これによって Question-
Information を生成し (ここでは内容は空とする) 、 AbstractBehavior
( from org.boxed_economy.besp.model.fmfw.behavior )
ReplyInformation
Respondent エージェントに送信する。Respondent
エージェントは 、ReplyBehavior でそれを受けて、 Question Reply AbstractReplyBehavior
直ちに ReplyInformation を送り返す (ここでは文
Behavior Behavior
Questioner Respondent
字列の内容をもつとする)。
ReplyBehavior
replyAction ( )
isQuestion ( )
■ 設計
【全体像】
【 QustionInformation 】
: ImmediateReplyWorld : ImmediateReplyModel << interface >>
Imformation
( from org.boxed_economy.besp.model.fmfw )
: Agent AGENTTYPE_Questioner : AgentType
: QuestionBehavior BEHAVIORTYPE_Question : BehaviorType QuestionInformation
: QuestionInformation INFORMATIONTYPE_Question : InformationType
【 ReplyInformation 】
: Relation RELATIONTYPE_ToRespondent
<< interface >>
Imformation
( from org.boxed_economy.besp.model.fmfw )
: Agent AGENTTYPE_Respondent : AgentType
: ReplyBehavior BEHAVIORTYPE_Reply : BehaviorType ReplyInformation
contents: Srting
: ReplyInformation INFORMATIONTYPE_Question : InformationType setContents ( String )
getContents ( ) : String
ReplyInformation ( String )
260

33. Takashi Iba, "A Study on Simulating Economies
and Societies as Evolutionary Complex Systems,"
Ph.D Thesis for Graduate School of Media and
Governance, Keio University, 2003

34. Realized the limitations...

35. Something is missing...

36. life

37. life
generativity

38. social systems theory
(autopoietic systems)
by Niklas Luhmann

39. Facilitation Patterns
for experiential learning
初心者への心がけ
初心者への心がけ みんなの場
みんなの場
■ ■
状況 状況 ■ ■
状況 状況
体験学習プログラムの参加者の中には，今まで体験学
体験学習プログラムの参加者の中には，今まで体験学 多くの人達で協力して何かの活動をする際，誰もが気
多くの人達で協力して何かの活動をする際，誰もが気
習やワークショ ップなどに参加した経験が無い人がいる
習やワークショ ップなどに参加した経験が無い人がいる 持ち良く参加したいと思うものである．しかしながら，
持ち良く参加したいと思うものである．しかしながら，
こともあるだろう．そのような人は，入りやすい受付
こともあるだろう．そのような人は，入りやすい受付 人数が増えることでやりにくくなったり，グループ内の
人数が増えることでやりにくくなったり，グループ内の
(19) によってある程度リラックスさせることができる
(19) によってある程度リラックスさせることができる メンバーによって活発的な雰囲気が失われてしまうこと
メンバーによって活発的な雰囲気が失われてしまうこと
が， が，
どのように参加をしていけばいいか分からず不安に
どのように参加をしていけばいいか分からず不安に がある．がある．
思っていることが多い．
思っていることが多い． ＊ ＊ ＊＊
＊ ＊
＊ ＊ ＊＊
＊ ＊ ■ ■
問題 問題
■ ■
問題 問題 主体的に参加できる場づくりをするためにはどうすれ
主体的に参加できる場づくりをするためにはどうすれ
ワークショ ップ初心者に対しては，どのようなことに注
ワークショ ップ初心者に対しては，どのようなことに注 ば良いだろうか．
ば良いだろうか．
意すれば良いだろうか．
意すれば良いだろうか．
■ ■
問題記述 問題記述
■ ■
問題記述問題記述 メンバー同士の意見を共有することや，その意見に対
メンバー同士の意見を共有することや，その意見に対
体験学習のような主体的に参加が求められる学習に慣
体験学習のような主体的に参加が求められる学習に慣 して議論を交わす際に，特定の人だけが発言をしてそ
して議論を交わす際に，特定の人だけが発言をしてそ
れていない参加者に対しては，配慮をしたい．何故な
れていない参加者に対しては，配慮をしたい．何故な の場を仕切ってし まうことがおこる．そうなると，少
の場を仕切ってし まうことがおこる．そうなると，少
ら，初心者の参加者にとっては，体験学習の運営方法や
ら，初心者の参加者にとっては，体験学習の運営方法や 数派になった人の意見が正しく吟味されないばかりか，
数派になった人の意見が正しく吟味されないばかりか，
参加の仕方は新鮮に感じることが多く， どのように参加
参加の仕方は新鮮に感じることが多く，どのように参加 疎外されたことにより全く意見を出さなくなる傍観者
疎外されたことにより全く意見を出さなくなる傍観者
したら良いか解らず戸惑いやすい．体験学習では，一連
したら良いか解らず戸惑いやすい．体験学習では，一連 になりやすい．学習の効果を引き出すためにも，参加者
になりやすい．学習の効果を引き出すためにも，参加者
のプログラムに対等な関係で参加することが，参加者
のプログラムに対等な関係で参加することが，参加者 一人一人がチームに貢献する必要がある—–責任の明確
一人一人がチームに貢献する必要がある—–責任の明確
同士の気づきを増やすために必要である．したがって，
同士の気づきを増やすために必要である．したがって， 化 (27)．そのためには，自由に発言ができるような環
化 (27)．そのためには，自由に発言ができるような環
初心者に対する事前のフォローが重要になる．
初心者に対する事前のフォローが重要になる． 境をつくる必要がある．
境をつくる必要がある．
■ ■
解決方法解決方法 ■ ■
解決方法解決方法
初心者に対しては，ファシリテーターからどのように参
初心者に対しては，ファシリテーターからどのように参 メンバーが対等な関係で議論ができる環境をつくろう．
メンバーが対等な関係で議論ができる環境をつくろう．
加してほしいのかを伝えることや，参加における心得を
加してほしいのかを伝えることや，参加における心得を
示そう．示そう．
■ ■
具体例具体例
例えば，身分や役職，性別，年齢による権威行使を排除
例えば，身分や役職，性別，年齢による権威行使を排除
■ ■
具体例具体例 すること．また，ファシリテーターがどんな意見でも推
すること．また，ファシリテーターがどんな意見でも推
参加における心得の内容としては， 「『積極的に参加して
参加における心得の内容としては， 「『積極的に参加して 奨するように働きかけを行うことや，どんな意見であっ
奨するように働きかけを行うことや，どんな意見であっ
ください』体験学習ではみなさんが主役です． 「 」や，
ください』体験学習ではみなさんが主役です． 「 」や，
『楽 『楽 てもフィリップチャートにまとめで張り出すこと —–可 —–可
てもフィリップチャートにまとめで張り出すこと
しんでください』私がそそのかし役となって，皆さんに
しんでください』私がそそのかし役となって，皆さんに 視化された意見 (43) をおこなうと意見を視覚的にも対
視化された意見 (43) をおこなうと意見を視覚的にも対
いろんな体験をしてもらいますが，まずは楽しんでくだ
いろんな体験をしてもらいますが，まずは楽しんでくだ 等に扱っていることがわかるので，自由な発言がうまれ
等に扱っていることがわかるので，自由な発言がうまれ
」などが上げられるだろう 17) . 17) .
さい．さい． 」などが上げられるだろう て対等な議論が進みやすくなる．
て対等な議論が進みやすくなる．
＊ ＊ ＊＊
＊ ＊ ＊ ＊ ＊＊
＊ ＊
■ ■
関連 関連 ■ ■
関連 関連
Takahiro Shimizu
ファシリテーションにおける重要な点の一つに，メン
ファシリテーションにおける重要な点の一つに，メン 平等に参加してもらうためにも，初心者への心がけ (21) (21)
平等に参加してもらうためにも，初心者への心がけ
バー同士が対等に活動したり議論したりする場をつく
バー同士が対等に活動したり議論したりする場をつく を忘れないようにしよう．また，質問タイム (41) を設 を設
を忘れないようにしよう．また，質問タイム (41)
ることがある—-みんなの場 (31)．(31)．
ることがある—-みんなの場
& Takashi Iba けることで，誰もが同じ スタートラインに立てるよう
けることで，誰もが同じ スタートラインに立てるよう
に個別の疑問点を解消させよう．さらに，発言が少ない
に個別の疑問点を解消させよう．さらに，発言が少ない
図3 初心者への心がけパターン
図 3 初心者への心がけパターン 人に対しては，問いかけを行うことも有効である—–議 —–議
人に対しては，問いかけを行うことも有効である
論を促す問いかけ (32)．さらに，意思決定における公
論を促す問いかけ (32)．さらに，意思決定における公
26) 渡辺武: 新しい会議の知恵：みんなで育てる話し
26) 渡辺武: 新しい会議の知恵：みんなで育てる話し 平性 (30) も保たれる必要がある．最後に，メンバーが
平性 (30) も保たれる必要がある．最後に，メンバーが

40. at Allerton House, PLoP 2007

41. Outside of Work
Relationship Communication 5.
[1] K
Project Patterns
Thank You Spirit Positive Chain Deep Dive
Deep Dialog Y
P
Pattern No.19 Naming 2
Context There are so many ideas and concepts. It is get- [2] T
(PLoP2008) 3. EXAMPLES OF PROJECT PATTERNS
Since it is difficult to show all of the forty seven patterns,
Problem
Characteristics of an discuss the complex blurry. Re-
ting difficult toidea or final output is topics. People under-
peating the sentence takes an extra but with adjectives to “round
stand the world by naming, time and difficult like,
a
P
only two out of forty seven patterns will be introduced here.
One is “Outside of Work”, which is likely to be used at focus on andissue. object”bothers the fluenciesobject. You need some
an hard It also cannot specify one of conversa- J
tion. idea to make communication comfortable. [3] Y
early stage, and another is “Naming”, which is useful for
the middle stage. Force E
P
• Available time is limited. J
Pattern No.2 Outside of Work
Context
• It is easy to talk about the named thing.
When the project is on the early stage and the team members
do not know each other. It is almost impossible to understand Let’s call it “oasis” !
• People tend to forget easily.
others in a second. Time must be spent to get to know who they
really are. This is not especially limited to early stages of the • Having common language drives the communication.
What was Juhn’s idea??
project.
Solution
3. EXAMPLES OF PROJECT PATTERNS Problem
Name it. By naming a new idea or an object, it becomes
Since it is difficult to show all of the forty seven patterns, Characteristics of an idea or final output is blurry. Re-
easier to talk about. It also clarifies the characteristics of
peating the sentence takes an extra time and difficult to
only two out of forty seven patterns will be introduced here. idea and make it easy to compare with other ideas.
the
One is “Outside of Work”, which is likely to be used atResolutionon an issue. It also bothers the fluencies of conversa-
focus
tion.
early stage, and another is “Naming”, which is useful forCommon language makes the conversation smooth.
the middle stage. Notes Force
“Let’s talk about John’s time is limited.
• Available idea.”
Pattern No.2 Outside of Work
Problem
“What’ s John’s idea?”
Members are not able to understand each other’s thoughts and
Context
feelings yet. Wethe projectbuild and early stage and theunder- members “The idea of aIt is easy to talk about the named thing.
• new pattern about projects.”
When have not is on the maintained trust, team
standing, camaraderieeach empathy, in a team. impossible to understand
do not know and other. It is almost “Ok, then let’s name his idea, ‘Oasis’ from now on!”
• People tend to forget easily.
Force others in a second. Time must be spent to get to know who they the names of the patterns in Project Patterns are good
All
examples of naming.
• Work is not the easiest place to build limited to early stages of the
really are. This is not especially the trusting relation- • Having common language drives the communication.
project.
ships. Related Patterns
• People have different cultures and perspectives. Solution
• Trust and empathy is needed in a team to result issues and Name it. By naming a new idea or an object, it becomes Naming
motivate collaboration. easier to talk about. It also clarifies the characteristics of
Think Again Creative Thinking
• Team member’s time is valuable. the idea and make it easy to compare with other ideas.
Solution Resolution Leave Record Reflective Meeting
Scale Conversion
Body Storming
By inviting members to parties and spending time together Common language makes the conversation smooth. Creative Workplace Exciting Contacts
outside of work, it becomes easier to understand their ideas and Notes
personalities. That leads to active communication. Include many
“Let’s talk about John’s idea.”
different types of activities so that no one feels left out if they do
Problem 4. ACKNOWLEDGMENTS
“What’ s John’s idea?”
not want to participate because of cultural differences.
Miyuko Naruse
Members are not able to understand each other’s thoughts andMany thanks to everyone who helped us to make and de-
Resolution yet. We have not build and maintained trust, under-
feelings “The idea of a new pattern about projects.”
The team has been motivated and increasedin a team. commu- velop the“Ok, then let’swould like to thank to Antonio Rito
patterns. We name his idea, ‘Oasis’ from now on!”
standing, camaraderie and empathy, trust and
Yusuke Takada nication. Force
Notes
• Work is not the easiest place to build the trusting
Silva for All theour “shepherd” and providing many useful are good
being names of the patterns in Project Patterns
suggestions. We also naming.
Start with going to dinner after work. Eating together relaxes relation-
examples of would like to thank to those who at-
tended the Relatedworkshop of the Pattern Languages of
writers’ Patterns
Yohei Yumura people, which ships.
will support them to be open and honest.
Related •Patterns
People have different cultures and perspectives.
Programs (PLoP) conferences for giving fuiltful comments
and advise.
Koji Wakamatsu • Trust and empathy is needed in a team to result issues and
motivate collaboration.
Outside of Work
Naming
5. REFERENCES
& Takashi Iba
Think Again Creative Thinking
Relationship Communication
• Team member’s time is valuable.
Solution Thank You Spirit Positive Chain
[1]
Deep Dive
Kanafumi Furuichi and Koji Wakamatsu and Yohei
Leave Record Reflective Meeting
Scale Conversion
Body Storming
(PLoP2008) Yumura and Takashi Iba. A Pattern Language in
Deep Dialog
By inviting members to parties and spending time together Creative Workplace Exciting Contacts
outside of work, it becomes easier to understand their ideas and Project Management, IPSJ SIG Technical Reports,
Pattern No.19That leads to active communication. Include many
personalities. Naming 2007-MPS-64, in Japanese, 2007
Context There areof activities so that no one feels It is out if they [2]
different types so many ideas and concepts. left get- do 4. ACKNOWLEDGMENTS
Takashi Iba and Yohei Yumura and Koji Wakamatsu

42. helps the students to work on their research activities. In
order to evolve this pattern language, we want many people
to use this pattern language, and get the feedbacks.
Research Patterns 3. EXAMPLE PATTERNS
This paper introduce 2 patterns of Research Patterns:
“Hot Team” from Relationship category and “Clear Roadmap”
from Motivation category.
(PLoP2008) Hot Team Cont
This pat
for resea
Prob
You don
t. The communication between the team members become
smoother if this pattern language is shared. Once it becomes
Clear Roadmap way.
Force
to the common language, you will save extra discussion. You wan
We hope that this pattern language for academic research You don
helps the students to work on their research activities. In It’s diffic
order to evolve this pattern language, we want many people Big succ
to use this pattern language, and get the feedbacks.
Solut
3. EXAMPLE PATTERNS Context Compare
This paper introduce 2 patterns of Research Patterns: This pattern is used when you are forming a new project a roadm
“Hot Team” from Relationship category and “Clear Roadmap” team. what you
rom Motivation category. Problem up with
People don’t know each other and don’t feel committed to reach you
Context
Hot Team This pattern motivates people who have lost their passion
the team.
Forces
Cons
You kno
for research.
You want to build up people’s self esteem and self confi- Working
Problem dence. makes yo
You don’t feel any passion for research. You’ve lost your You want to create the ”social glue” for your new team. you refoc
way. Available time is limited, so complex or long activities should confidenc
Forces be avoided. Howev
You want to improve self confidence. Funds of the team members are limited, as well. turn in y
You don’t have much time for research. feedback
It’s difficult for researchers to set a final goal of research. Solution like a ver
Big success in research needs close strategies. Social bonding will help your team in their road to project time tha
success. Make time available for extra-curricular activi- revise pla
Solution ties such as bowling, fishing, eating (see also “Brown Bag
Context Compare your present situation with your goals. Construct Lunch”), drinking, hiking or other adventures. This will 4. AC
This pattern is used when you are forming a new project a roadmap by back tracking from your goals. Ask yourself help your team members construct tighter relationships by We wa
team. what you need to do to meet them. This way you will end providing more common ground, shared experiences and get- tunity to
Problem up with a clearer view of you next actions and a plan to ting to know more aspects of their colleagues. is my “s
People don’t know each other and don’t feel committed to reach your goals. Consequences in the W
the team. Consequences You will create a “Community of Trust” where people sup- my pape
Forces You know where to go, and when you need to be there. port each other. You spend more time together and share kindness
Yuji Kobayashi
You want to build up people’s self esteem and self confi-
dence.
Working on your end goals and goals needed to get there
makes you revise and review your research. This will help
experiences and feelings with your team mates.
However, games and activities require extra time if they
to impro
Mariko Yoshida
You want to create the ”social glue” for your new team.
Available time is limited, so complex or long activities should
you refocus and provide you with fresh insights. Your self
confidence will improve once you know the road ahead.
are to be good ways to know each other. Money may also
present a problem, as not all people in your team may have
5. RE
[1] C. Al
Ayaka Sasaki
be avoided. However, you may aim too low or too high or make wrong generous budgets for extra-curricular activities. Watch out
Press
Funds of the team members are limited, as well. turn in your roadmap. Talk with other people to get their for other differences in your team, such as cultural diversity
[2] C. Al
feedback on your plan. Creating your roadmap may seem - for example, in some cultures drinking alcohol is barred.
Solution Takashi Iba
& Unive
like a very short activity, but working on it may take more Competitive games and competitive activities may gener-
Social bonding will help your team in their road to project time than you expect. Resist the temptation to constantly ate tensions in the team, so try to steer away from overly
(PLoP2008)
success. Make time available for extra-curricular activi-
ties such as bowling, fishing, eating (see also “Brown Bag
revise plans and never do any research! competitive games.
Lunch”), drinking, hiking or other adventures. This will 4. ACKNOWLEDGMENTS
help your team members construct tighter relationships by We want to thank many people for giving me the oppor-

43. Learning Patterns 21. Hidden Connections
20. A Bird’s- & Bug’s-Eye View
22. Frontier Finder
23. Creative Switch
19. Multi-Camera Shooting 24. Fruit Farming
(PLoP2009, AsianPLoP2010) 18. Field Diving
17. Prototyping
25. Initial Draft Only Halfway
26. Attractive Expression
16. Thinking in Action
27. Acceleration to Next
15. Chain of Excitement! 2. Creative
Project 28. Community of Learning
14. Triangle Scaling
29. Good Rivals
13. Tornade of Learning
30. Consequential Encounter
0. Design Your Learning
1. Making 3. Open-Process
12. Tangible Piles Opportunities Learning
11. Language Shower 31. Firm Determination
10. Embodied Skills 32. Talking Thinker
33. Learning by Teaching
9. Playful Learning
34. Obvious Reason
8. Foreign Language Every Day
35. Right Way
7. Output-Driven Learning
36. Brave Change
6. Effective Asking
37. Explorer’s Passion
5. Learning by Imitation
38. Slef-Producing
4. Jump In
39. Be Extreme!
Learning Patterns : A Pattern Language for Creative Learning (ver. 0.80)
0 Design Your Learning
1 Making Opportunities
2 Creative Project No.21
No.
3 Open-Process Learning
Takashi Iba
4
5
6
Jump In
Learning by Imitation
Effective Asking
Hidden Connections
Toko Miyake
7 Output-Driven Learning
8 Foreign Language Every Day
9 Playful Learning An unexpected connection is the very thing that is exciting.
10 Embodied Skills
0.80
11 Language Shower
Miyuko Naruse
ver.
12 Tangible Piles You are studying something from typical points of view.
13 Tornado of Learning
14 Triangle Scaling
15 Chain of Excitement!
Natsumi Yotsumoto
16
17
18
19
Thinking in Action
Prototyping
Field Diving
Multi-Camera Shooting
Unexpected discoveries hardly manifest themselves from a
(PLoP2009)
It looks good if it is what you are already accustomed to.
20 A Bird's- & Bug's-Eye View
21 Hidden Connections
22 Frontier Finder you are applying a new point of view.
23 Creative Switch
24 Fruit Farming the whole due to a drastic increase of connections among them.
25 Initial Draft Only Halfway
26 Attractive Expression
27 Acceleration to Next
Takashi Iba
28 Community of Learning Explore hidden connections among things to attain inspiration.
29 Good Rivals
30 Consequential Encounter
Find hidden connections among different fields that share the same
31 Firm Determination
terms.
& Toko Miyake
32 Talking Thinker
“Creativity involves breaking out of established patterns in order to look at
33 Learning by Teaching Think about how and why these things are connected.
34 Obvious Reason Make a new category for each connection.
patterns
35 Right Way Consider other things that can be connected to the new category.
36 Brave Change
A Pattern Language
(AsianPLoP2010)
37 Explorer's Passion
— Andy Warhol
38
39
Self-Producing
Be Extreme!
Ver. 0.80
September, 2011 for Creative Learning
Learning Patterns Project
learningpatterns@sfc.keio.ac.jp

44. Pedagogical Patterns for
Creative Learning
(PLoP2011) Generative Participant
Moreover, learners become to deeply understand the value of
collaboration with others, so to be willing to enjoy creative
References
Palincsar, A. S.,
dialogues. tion in reading co
Encourage students in thinking, communicating, and chologist, 22 (3 &
creating, ***
as a participant in the activity rather than a teaching actor.
For instance, C. Ichikawa participates into his class entitles
“Future Funeral” at the Tokyo Community School based on 4. CONCLU
Generative Participant. Since it is quite difficult for children In this paper, we
to imagine their future concretely how and what they will be creative learning
thirty years later, he first shows an example of chronology patterns are inte
? Wow
ho
w ! good
??
! of his future. It includes many things such as good, bad, guage, which wi
!
ide proud and shame things frankly, and he presented to them, The pattern lang
disco a
very
and inspires the students to make their own chronology. In languages known
the halfway of writing, he has students give a presentation sense. Connectin
“Water Purifying” for discovering the invisible: When about their chronology to each other, and brush-up their and improve lan
meeting with large earthquake, we have no water supply. chronology. In all phases, he tells his ideas, opinions and better education.
To get drinkable water is truly authentic matter, stu- questions in order to assist to accelerate the flow of commu-
dents desperately investigate to discover invisible mech- nication and reconsider their ideas.
anism. You are about to facilitate creative learning in the classroom,
5. ACKNOW
after you have designed the curriculum based on Discovery-
We would like to
Driven Expanding and the mission based on Challenging Mis- an opportunity t
sion. Thanks to the accumulation of learning through Discovery- Ryusei Yoshida f
Driven Expanding, the learners feel easy to say their ideas and also thank to ou
approve other’s ideas. Also, thanks to the series of experi- shop participants
ences through Challenging Mission, the learners are ready to
cope with the difficulty of the mission. 6. REFERE
[1] D. L. G. Anth
1996.
In this context [2] Y. Anzai and
doing. Psycho
Communication for the collaboration doesn’t always 1979.
go smoothly, and often stops and sometimes falls [3] J. Bergin. Fou
into the situation where a very few members control Conference of
the flow and others follow it. In such a situation, teach- [4] J. Dewey. De
ers’ direct control of the flow often inhibits creative learning, (1916).
and therefore learning through creation does not occur. This [5] P. F. Duckier
problem has been discussed for a long time in the study of Our Changin
collaborative learning such as Palincsar et al. (1987). The (1968).
most important point of creative learning is successive emer- [6] T. Iba. An au
gence of discoveries. So learners must continue to produce Procedia - So
discoveries not by thinking but also by communication. 2(4):6610–662
[7] T. Iba and Le
Therefore patterns: A p
The Third In
Innovation N
“Create the Science-Fiction Story” for discovering how
Consider you as a participant in the activity rather [8] C. Ichikawa. T
to discover: Some constraints ( Science Fiction, positive
than a teaching actor, who contributes to produce Inquire]. Auth
ending, character’s personality ) that were given to stu-
Takashi Iba
some of discoveries in the creation and also encour- [9] M. Resnick. S
dents drove them to think creatively and discuss lively.
age your partners (learners) to think and commu- society. Learn
This Challenging Mission convinced them how to dis-
nicate. More concretely, tell your ideas, opinions such as December Jan
cover their own discovery.
“Oh! That’s a nice idea!” and questions such as “Do you
Chikara Ichikawa References
International Baccalaureate Organization, IB learner profile
mean ...?”, which assist to accelerate the flow of commu-
nication and reconsider their ideas. It does not mean the
control of the flow from outside. Rather, it is the influence Generative Participant to “Future Funeral”: The setting
Mami Sakamoto
booklet, 2008 from inside. of not just imagine 30 years later but assume to meet at
the “future funeral” of their elementary teacher makes
Consequently students feel authentic. Both a teacher and students
Tomohito Yamazaki
have no exact answer, they are doing the creative dia-
logue in order to forecast the future. A teacher partic-
Learners can keep concentration into the creation and feel ipate the discussion not only to facilitate students but
the progress, and therefore they learn through the creation. also to present teacher’s view straightly.
(PLoP2011)