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Peer Learning via Dialogue with a Pattern Language ((COINs17)

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Takashi Iba
Takashi Iba

Takashi Iba. "Peer Learning via Dialogue with a Pattern Language", in the 7th International Conference on Collaborative Innovation Networks (COINs17), Detroit, USA, Sep., 2017 In this presentation, we study the way of peer learning via dialogue that uses a pattern language. Pattern languages is a collection of patterns to describe design knowledge that exists in particular areas of a profession. For the past seven years, we have been holding workshops for dialogue with a pattern language in order to realise peer learning. In this paper, we introduce the dialogue workshop using the Learning Patterns, a pattern language for creative learning, and analyse the data of our survey. The results of 710 valid responses show that 92.4% of participants learned something new about the way of learning, when they read the book of the Learning Patterns; 91.5% reflected that the dialogue was important to learn the ways of learning; 95.7% of participants considered this activity of listening to others significant for various reasons; 90.3 % thought the pattern language was helpful for sharing their experience with peers; 88.3 % were able to imagine how they can actually take actions of the patterns they chose; and 96.5% of participants thought reading the pattern language and participating in the dialogue workshop was enjoyable.

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Collaborative Innovation Networks (COINs) 2017 Conference Peer Learning via Dialogue with a Pattern Language Takashi Iba Associate Professor Faculty of Policy Management, Keio University Ph.D in Media and Governance
Takashi Iba et al. / Procedia Social and Behavioral Sciences 2 (2010) 6441–6456 6445 knowledgeable about “Mozart in Italy”, indeed in this article one editor (BrianBoulton) does the majority of the writing. Figure 6 depicts an article with very different editing characteristics. The article about Australia has almost four thousand different editors, with no clearly recognizable leader. Each of the editors does relatively few different edits. Considering the subject matter of the article, this again makes sense, as everybody who was ever in Australia can considers her/himself an expert and might have something to contribute. It might be expected that it makes more sense for an article with an editing network structure of type “Mozart in Italy” to be a featured article than for one of type “Australia”. It seems much easier for a small group of experts to produce a superb article, than for a huge swarm of thousands of Australia travelers. Our question therefore becomes: what communication and coordination mechanisms are these swarms of editors using to produce top-rated 6446 Takashi Iba et al. / Procedia Social and Behavioral Sciences 2 (2010) 6441–6456 articles? As it turns out, even in such a large swarm, not everybody is equal. For each article there are a few outstanding editors, who succeed in coordinating the editing process to produce a featured article. We call these Wikipedians the “coolfarmers”, the authors and editors who, like Louis de Jaucourt two centuries ago at L’Encyclopedie, are the indispensable backbone of the Wikipedia community. (Priedhorsky et. al. 2007) introduced the “persistent word view” metric to measure the capability of an editor to create value. He and his colleagues looked at the total views per months that the accumulated words of an editor gathered. What they found is that the top 10% of editors by number of edits contributed 86% of the persistent word views, and the top 0.1% contributed 44% of all persistent word views. So there is a tiny fraction of editors who contribute most of the value to Wikipedia – the “Jaucourt’s” do really exist also in the virtual, self-organizing Wikipedia world. The next section looks at the editing and communiation patterns of today’s Jaucourt’s, the most prolific authors who form the backbone of Wikipedia, 4. Coolfarming Editing Patterns Wikipedians are famous for integrating latest controversial developments into their online encyclopedia. Examples of heated discussion and high-editing activity on high-profile events abound. When noted black scholar Henry Louis Gates was handcuffed in his own home by the Cambridge police on July 16, 2009, the immense discussion subsequently arising in newspapers and blogs found its reflection in the Wikipedia page of Henry Louis Gates. Figure 7 shows 6 snapshots of the Condor (Gloor& Zhao, 2004) movie depicting the edit network. The first screen shot at the upper left shows the structure on July 18, when the press and Wikipedians first became aware of the events. Initially, reporting happened on the pre-existing Wikipedia page of Henry Louis Gates. On July 24th , a separate page “Arrest of Henry Louis Gates” was created (blue network) in the top middle window in figure 7. As can be seen in the subsequent snapshots three and four (top right, lower left) a large number of editors started working on both articles in parallel (red dots), with about the same number of edits in both articles. The dense network in snapshot four illustrates the controversy leading to an ‘editing fight’ between the editors defending the professor and the editors defending the cop. Takashi Iba et al. / Procedia Social and Behavioral Sciences 2 (2010) 6441–6456 6447 Snapshot five, in the middle lower row, shows that the main editing activity is now focused on the article “Arrest of Henry Louis Gates” (blue network). Snapshot six, in the lower right, illustrates that on day 11 editing activities are cooling down, with four editors doing edits on the “Henry Louis Gates” page, and a larger number of editors doing controversial editing on the “Arrest of Henry Louis Gates” article. No editor is working on both pages on day 11. Figure 8 illustrates the combined editing volume of the two pages “Henry Louis Gates” and “Arrest of Henry Louis Gates”. The number of edits (left side of figure 8) peaked on day 3, slowing down over the next eight days. Interestingly, the number of new users was highest in the beginning (right side of fig. 8). This shows that initially many editors joined, each doing a few edits. Subsequently fewer new editors joined until day nine. Figure 9 illustrates changes in betweenness centrality in the network movie of figure 7. The left side of figure 9 shows group betweenneess centrality, illustrating that betweenness went down until day 7, and then sharply up on day 11. This means that a few editors, most likely one, became very central in this phase. The temporal social surface at right in figure 9 illustrates the same process, showing that the number of contributors peaked early on – the elevated layer in the first third along the y-axis – while very few contributors are substantially more central than the others. The same can also been seen in the screen snapshots in figure 7. Takashi Iba et al. / Procedia Social and Behavioral Sciences 2 (2010) 6441–6456 6449 Figures 12 to 14 show the individual talk networks of three of the most active editors also shown in figure 11. Note that the owners of the talk pages themselves have been removed as actors in these pictures, to look at the dialogues other users are having on the talk pages of the respective editors. We take this discussion as a proxy for the group-building – i.e. coolfarming – capabilities of these three editors. User rjwilmsi is the most active Wikipedian by number of edits of all Wikipedians. Considering this, his network is surprisingly sparse. At the left of figure 12 there is the contribution index as defined in (Gloor et. al 2003). Rjwilmsi’s dialogue with Reedy is the most active, with just 24 exchanges, very few compared to the dialogues other coolfarmers are having. This is most likely because edits made by the bots developed by rjwilmsi also count towards rjwilmsi’s edits. His dialogue with others is very short and linear, there are very few information exchanges where groups of people are involved. Graphical, in his graph there are only threads, and no clusters of people. Available online at www.sciencedirect.com COINs2009: Collaborative Innovation Networks Conference 1877-0428 © 2010 Published by Elsevier Ltd. doi:10.1016/j.sbspro.2010.04.054 Procedia Social and Behavioral Sciences 2 (2010) 6441–6456 COINs2009: Collaborative Innovation Networks Conference Analyzing the Creative Editing Behavior of Wikipedia Editors Through Dynamic Social Network Analysis Takashi Ibaad , Keiichi Nemotobd , Bernd Petersc , Peter A. Gloord * a Keio University, Japan b Fuji Xerox, Japan c University of Cologne, Germany d MIT Center for Collective Intelligence, Cambridge MA, USA Elsevier use only: Received date here; revised date here; accepted date here Abstract This paper analyzes editing patterns of Wikipedia contributors using dynamic social network analysis. We have developed a tool that converts the edit flow among contributors into a temporal social network. We are using this approach to identify the most creative Wikipedia editors among the few thousand contributors who make most of the edits amid the millions of active Wikipedia editors. In particular, we identify the key category of “coolfarmers”, the prolific authors starting and building new articles of high quality. Towards this goal we analyzed the 2580 featured articles of the English Wikipedia where we found two main article types: (1) articles of narrow focus created by a few subject matter experts, and (2) articles about a broad topic created by thousands of interested incidental editors. We then investigated the authoring process of articles about a current and controversial event. There we found two types of editors with different editing patterns: the mediators, trying to reconcile the different viewpoints of editors, and the zealots, who are adding fuel to heated discussions on controversial topics. As a second category of editors we look at the “egoboosters”, people who use Wikipedia mostly to showcase themselves. Understanding these different patterns of behavior gives important insights about the cultural norms of online creators. In addition, identifying and policing egoboosters has the potential to increase the quality of Wikipedia. People best suited to enforce culture-compliant behavior of egoboosters through exemplary behavior and active intervention are the highly regarded coolfarmers introduced above. Keywords: Wikipedia, dynamic Social Network Analysis, egoboosting, coolfarmer 1. Introduction Little did 18th century scientists and writers Denis Diderot and Jean D’Alembert know that their dream of creating a universal encyclopedia during the age of enlightenment in France would be taken up by a self-organizing swarm of millions of editors two hundred and fifty years later. From 1751 to 1772, Diderot and D’Alembert worked together with a group of philosophers and researchers to create “l’Encyclopedie”, a 35 volume “systematic dictionary of the sciences, arts, and crafts”. Luminaries such as Voltaire, Rousseau, and Montesqieu were key contributors. Collaborators also included people such as Louis de Jaucourt who wrote 17,266 articles, or eight per day, over the duration of six years. Laying the groundwork for the French Revolution, “the Encyclopédie served to
“swarm” “collaboration” “collective”
“swarm” “collaboration” “collective” Creative Act Natural Creativity Everyday Creativity
“swarm” “collaboration” “collective” Creative Act Natural Creativity Everyday Creativity Pattern Language (a method for sharing practical knowledge)
• Pattern language is a set of vocabulary describing practical knowledge of designing in a certain domain. • A pattern language consists of patterns that describe, in a certain context, what kind of problem frequently occurs and what is a good solution for the problem. Pattern language
[Learning Patterns] Creative Learning Opportunity for Learning Learning by Creating Open Learning Jump In Copycat Learner Effective Asking Output-Driven Learning Daily Use of Foreign Language Playful Learning Tornado of Learning Chain of Excitement Quantity brings Quality Skill Embodiment Language Shower Tangible Growth Thinking in Action Prototyping Field Diving A Bug’s-Eye & Bird’s-Eye View Hidden Connections Triangular Dig Passion for Exploration Brain Switch Fruit Farming Attractive Expressions The First-Draft-Halfway-Point Acceleration to the Next Community of Learning Serendipitous Encounters Good Rivals Talking Thinker Leaning by Teaching Firm Determinations Questioning Mind The Right Way Brave Changes Frontier Finder Self-Producer Be Extreme! Main Message Touching Gift Image of Success Storytelling Exploration of Words Visual Power Dramatic Modulation Unexpected Evolution Doors of Mystery Beautiful Clarity Perfect Portion Cherry on Top Mind Bridge Reality Sharing Participation Driver Quality in Details Expression Coordinator Discomfort Removing Significant Void Activation Switch Take-Home Gift Stage Building Reminders of Success Construction of Confidence Presentership Best Effort Personally for You Invitation to the World Improvised Presentation Reflecting Forwards Unique Presenter Aesthetics of Presenting Be Authentic! [Survival Language] Survival Action Gift Safe Sleep Zone Storage Area Door Space Reverse L-Shape Lock Biting Lock Roots of TV Extrastock Daily Use of Reserves Crowbar Life over Furniture Evacuation Before Fire-Fighting Armadillo Pose Cover and Lock Kick Signal Evacuation Initiator Repetition of Better Decision [Change Making Patterns] Know Yourself Yes, and Energy Checkup Microvision Trust Your Instinc Idol Imitation Juice Work and Life Frontiership Detective Eyes Market Research 3W1H Leverage Point Field Diving Quick Actions Training for Innovation Sustainable System Root Rediscovery Roadmap to the North Star Success Prototyping Invite Aliens Excitement Delivery Trusteam Stage Setting Pile of Efforts Obsession with Everything Inspire Evangelists Passion Teller Outcome Measurer Outcome Measurer Medium Communication Idea Catcher Professionalism [Generative Beauty] Make Magic! Charming Point Superstar Starting Item Finishing Touch Harmony with the Season Bite of Trend [Pattern Illustrating Patterns] Pattern Illustrating Can-Do List Daily Chore Self-Reflecting Room Favorite Place Voice of Experience Turning the Tide Live in the Moment Self-Intro Album Own Way of Expressing Gift of Words Going Together Team Leader Family Expert The Three Consultants Disclosing Chat Chance to Shine Preparation for the Dream Make it Funny Usual Talk The Seen World Personal Time Emotion Switch Casual Counseling Special Day Generational Mix The Amusement Committee Hint of Feelings Job-Specific Contributions On-the-Spot Helper Encouraging Supporter Personal Connections Mix-Up Event Inventing Jobs Delivering the Voice Warm Design[Collaboration Patterns] Creative Collaboration Mission for the Future Innovative Ways Create a Legend Growth Spiral Sympathetic Union Response Rally Feeling of Togetherness Part to Contribute Vinyl Lavatory Breaker Off Contact by Any Means [Presentation Patterns] Creative Presentation Return of Growth Spontaneous Commitments Loose Connections Vulnerability Disclosure Words of Thanks Emergence Vigor Loaf of Time Collaborative Field Activity Footprints Chaotic Path to Breakthrough Ideas Taking Shape Inside Innovator Roadmap to the Goal Improvised Roles Spadework for Creativity Power to Change the World Quality Line Creative Clashes Generative Destruction Beyond Expectations Project Followers Strategic Developments Context of the World Endurance to Continue Creating Polishing Senses [Words For a Journey] A New Journey The First Step Departure Announcement Travel Plan Fellow Travelers Personal Attributes Guaranteed Fashion Hint Harvesting Metamorphosis Cinderella Makeover Go Natural Small Accomplishments Treat Time Positive Thinking Courage to Leave Compatibility Test Smart Shopper Good Care Balanced Diet Body Cycle Tomorrow’s Body Shape Fateful Encounters Personal Wonderland Concept of the Brand The Secret Ingredient Lavish Makeover Dream Day Growing with Love Cheer-up Cookies Spice it up! Boot Button Ignition Question Feel the Soul Various Sides Space Out Back to the Start Power from the Past Role Model Be Passionate! My Story Live Thoroughly Luminous Intellect Deep Inner Calm Candid Sentiments Noticing Mind Sunnyspot Essential Message Moving Characters Symbolic Representation Center Words Hunting Overall Rough Sketch Sketches of Details Image of Motion Word Association Game Deciding the Amount Layout of Space Instinct Direction Zooming Out Lively Peak Capture Acting Illustrator Time Symbol Mood Unity Consistent Story Composition Differentiation Strangeness Busters Simple Illustration Illustration Fans Intriguing Doodles External Inspiration Third Person View Polishing Word Sense Stock of Expressions Improving by Drawing [Holistic Pattern-Mining] Holistic Pattern Mining Element Mining My Own Experience Posting Notes Describe it Thoroughly Re-Mining Visual Clustering Deep Connections Dyadic Comparison Balance the Islands Plain Labels 10 Years 30+ Domains of Human Actions 1000+ Patterns
[Learning Patterns] Creative Learning Opportunity for Learning Learning by Creating Open Learning Jump In Copycat Learner Effective Asking Output-Driven Learning Daily Use of Foreign Language Playful Learning Tornado of Learning Chain of Excitement Quantity brings Quality Skill Embodiment Language Shower Tangible Growth Thinking in Action Prototyping Field Diving A Bug’s-Eye & Bird’s-Eye View Hidden Connections Triangular Dig Passion for Exploration Brain Switch Fruit Farming Attractive Expressions The First-Draft-Halfway-Point Acceleration to the Next Community of Learning Serendipitous Encounters Good Rivals Talking Thinker Leaning by Teaching Firm Determinations Questioning Mind The Right Way Brave Changes Frontier Finder Self-Producer Be Extreme! Main Message Touching Gift Image of Success Storytelling Exploration of Words Visual Power Dramatic Modulation Unexpected Evolution Doors of Mystery Beautiful Clarity Perfect Portion Cherry on Top Mind Bridge Reality Sharing Participation Driver Quality in Details Expression Coordinator Discomfort Removing Significant Void Activation Switch Take-Home Gift Stage Building Reminders of Success Construction of Confidence Presentership Best Effort Personally for You Invitation to the World Improvised Presentation Reflecting Forwards Unique Presenter Aesthetics of Presenting Be Authentic! [Survival Language] Survival Action Gift Safe Sleep Zone Storage Area Door Space Reverse L-Shape Lock Biting Lock Roots of TV Extrastock Daily Use of Reserves Crowbar Life over Furniture Evacuation Before Fire-Fighting Armadillo Pose Cover and Lock Kick Signal Evacuation Initiator Repetition of Better Decision [Change Making Patterns] Know Yourself Yes, and Energy Checkup Microvision Trust Your Instinc Idol Imitation Juice Work and Life Frontiership Detective Eyes Market Research 3W1H Leverage Point Field Diving Quick Actions Training for Innovation Sustainable System Root Rediscovery Roadmap to the North Star Success Prototyping Invite Aliens Excitement Delivery Trusteam Stage Setting Pile of Efforts Obsession with Everything Inspire Evangelists Passion Teller Outcome Measurer Outcome Measurer Medium Communication Idea Catcher Professionalism [Generative Beauty] Make Magic! Charming Point Superstar Starting Item Finishing Touch Harmony with the Season Bite of Trend [Pattern Illustrating Patterns] Pattern Illustrating Can-Do List Daily Chore Self-Reflecting Room Favorite Place Voice of Experience Turning the Tide Live in the Moment Self-Intro Album Own Way of Expressing Gift of Words Going Together Team Leader Family Expert The Three Consultants Disclosing Chat Chance to Shine Preparation for the Dream Make it Funny Usual Talk The Seen World Personal Time Emotion Switch Casual Counseling Special Day Generational Mix The Amusement Committee Hint of Feelings Job-Specific Contributions On-the-Spot Helper Encouraging Supporter Personal Connections Mix-Up Event Inventing Jobs Delivering the Voice Warm Design[Collaboration Patterns] Creative Collaboration Mission for the Future Innovative Ways Create a Legend Growth Spiral Sympathetic Union Response Rally Feeling of Togetherness Part to Contribute Vinyl Lavatory Breaker Off Contact by Any Means [Presentation Patterns] Creative Presentation Return of Growth Spontaneous Commitments Loose Connections Vulnerability Disclosure Words of Thanks Emergence Vigor Loaf of Time Collaborative Field Activity Footprints Chaotic Path to Breakthrough Ideas Taking Shape Inside Innovator Roadmap to the Goal Improvised Roles Spadework for Creativity Power to Change the World Quality Line Creative Clashes Generative Destruction Beyond Expectations Project Followers Strategic Developments Context of the World Endurance to Continue Creating Polishing Senses [Words For a Journey] A New Journey The First Step Departure Announcement Travel Plan Fellow Travelers Personal Attributes Guaranteed Fashion Hint Harvesting Metamorphosis Cinderella Makeover Go Natural Small Accomplishments Treat Time Positive Thinking Courage to Leave Compatibility Test Smart Shopper Good Care Balanced Diet Body Cycle Tomorrow’s Body Shape Fateful Encounters Personal Wonderland Concept of the Brand The Secret Ingredient Lavish Makeover Dream Day Growing with Love Cheer-up Cookies Spice it up! Boot Button Ignition Question Feel the Soul Various Sides Space Out Back to the Start Power from the Past Role Model Be Passionate! My Story Live Thoroughly Luminous Intellect Deep Inner Calm Candid Sentiments Noticing Mind Sunnyspot Essential Message Moving Characters Symbolic Representation Center Words Hunting Overall Rough Sketch Sketches of Details Image of Motion Word Association Game Deciding the Amount Layout of Space Instinct Direction Zooming Out Lively Peak Capture Acting Illustrator Time Symbol Mood Unity Consistent Story Composition Differentiation Strangeness Busters Simple Illustration Illustration Fans Intriguing Doodles External Inspiration Third Person View Polishing Word Sense Stock of Expressions Improving by Drawing [Holistic Pattern-Mining] Holistic Pattern Mining Element Mining My Own Experience Posting Notes Describe it Thoroughly Re-Mining Visual Clustering Deep Connections Dyadic Comparison Balance the Islands Plain Labels Learning Patterns
“swarm” “collaboration” “collective” Creative Act Natural Creativity Everyday Creativity Pattern Language (a method for sharing practical knowledge)
“swarm” “collaboration” “collective” Creative Act Natural Creativity Everyday Creativity Pattern Language (a method for sharing practical knowledge) Peer Learning
Learning Patterns Dialogue Workshop Qualitative Survey (Iba, 2014) Quantitative Survey 242 PURPLSOC: The Workshop 2014 » This workshop was a good opportunity for me to meet and talk to many new people. » The talks in the workshop were a precious experience for seeing the different values that people have. » It was a surprise to find out so many people around me had ideas that I never thought of before. Talking to people who would listen closely to my stories and answer my ques- tions generously made the workshop very inspiring. » At first, I felt uneasy talking to new people, but once the workshop started, it was a lot of fun. » Honestly, I am very shy and usually don’t speak to anyone I don’t know. However, once I started to talk with my peers, it was interesting to find out about their thoughts and values that that were clearly different from mine. » At first, I felt resistance in speaking with people I didn’t know. However, once the work- shop started, I realized how much fun it is to learn about different viewpoints that people have and also to talk to these people with pure interest. This workshop, which provided me a good experience of talking to people without any hesitation, was truly fun. [M2] Building Images of Actions from Stories. Another type of comment participants commonly provided involved how they gained ideas about specific actions they could take. » By having other people explain with their stories the patterns that I want to adopt, the rather abstract image of the patterns became more concrete and started to seem fea- sible. » Although I felt I understood the patterns in my head, it was a good experience hearing actual stories from other people, since doing so added reality to the information. » By hearing stories of other peoples’ experiences, I was able to get a clear image of the process of how the patterns I want to take on can be actually be pursued. Before that, I just had a vague goal of using the patterns, but the stories provided me ideas and a chance to think about what types of specific actions I could take or how I could engage with my study topics. With a limited number of patterns, the participants tended to think that only similar stories would emerge. In contrast, however, numerous different kinds of stories arose from the same pattern. In addition, the participants discovered that the same pattern could have various applications, since the workshop asked participants to collect as many stories as 243 Pattern Languages as Media for Creative Dialogue: Functional Analysis of Dialogue Workshops possible about their five chosen patterns. » I was thinking about the amount of experience everyone has. The stories from my peers made me realize how much more there still is for me to experience and learn. » I was surprised at how much diversity there is in what people have experienced in their lives, just in Japan. » The workshop made me realize one simple fact: all human beings live different lives. » I found out through the workshop that people could have different types of stories even though they are based on the same pattern. » We all had different styles of learning, which we each found to fit us best. » When I was reading through the Learning Patterns in preparation for the workshop, I was imagining how I would put the patterns to use. I participated in the workshop thin- king that other people would have experienced the patterns similarly, but in reality, the stories I heard were all different, which made the workshop an interesting experience. Not only did the workshop participants listen to the stories, they were able to share and solve problems they faced. » We usually don’t get a chance to talk about how we face learning and what types of thoughts or experiences we have with it. Therefore, listening to stories of my peers in this class provided me new perspectives. » By listening to people sharing their stories, I was able to discover interesting learning styles from my peers. » Talking to my peers, I found many who have similar learning styles, goals, and plans to myself. I also found out that they face the same problems and worries as I do. Talking to them about these topics, I felt my worries that I had since I started attending this school being washed away. » The workshop was a good chance to talk to others about worries we were keeping to ourselves. Interestingly, since the conversations are not one-way but more about sharing our thoughts, everyone was accepting of each other. » Through the workshop, I was able to find a solution to a problem I had been worrying about since I started college. 38.2% 54.2% 6.9% 0.7% Q1. Did you have any findings about the way of learning, when you read the book of the Learning Patterns? Strongly agree Agree Disagree Strongly disagree 2 0 0 0 4 5 11 13 44 52 133 111 91 67 54 48 23 11 15 3 5 3 4 1 0 1 0 2 0 3 2 0 1 0 0 0 0 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Q9. How many people did you talk with in the dialogue workshop? 6.9% 62.3% 29.2% 1.7% Q2. After reading the book, you joined the Dialogue Workshop. When did you get the most findings about the way of learning? When I read the book alone In the Dialogue Workshop I got findings from reading the book, as much as the workshop I did not get any finding from those activities 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. Peer Learning via Dialogue with a Pattern Language A Pattern Language for Creative Learning Peer Learning by Sharing Experience Feedbacks from Workshop Participants
Learning Patterns Dialogue Workshop Qualitative Survey (Iba, 2014) Quantitative Survey 242 PURPLSOC: The Workshop 2014 » This workshop was a good opportunity for me to meet and talk to many new people. » The talks in the workshop were a precious experience for seeing the different values that people have. » It was a surprise to find out so many people around me had ideas that I never thought of before. Talking to people who would listen closely to my stories and answer my ques- tions generously made the workshop very inspiring. » At first, I felt uneasy talking to new people, but once the workshop started, it was a lot of fun. » Honestly, I am very shy and usually don’t speak to anyone I don’t know. However, once I started to talk with my peers, it was interesting to find out about their thoughts and values that that were clearly different from mine. » At first, I felt resistance in speaking with people I didn’t know. However, once the work- shop started, I realized how much fun it is to learn about different viewpoints that people have and also to talk to these people with pure interest. This workshop, which provided me a good experience of talking to people without any hesitation, was truly fun. [M2] Building Images of Actions from Stories. Another type of comment participants commonly provided involved how they gained ideas about specific actions they could take. » By having other people explain with their stories the patterns that I want to adopt, the rather abstract image of the patterns became more concrete and started to seem fea- sible. » Although I felt I understood the patterns in my head, it was a good experience hearing actual stories from other people, since doing so added reality to the information. » By hearing stories of other peoples’ experiences, I was able to get a clear image of the process of how the patterns I want to take on can be actually be pursued. Before that, I just had a vague goal of using the patterns, but the stories provided me ideas and a chance to think about what types of specific actions I could take or how I could engage with my study topics. With a limited number of patterns, the participants tended to think that only similar stories would emerge. In contrast, however, numerous different kinds of stories arose from the same pattern. In addition, the participants discovered that the same pattern could have various applications, since the workshop asked participants to collect as many stories as 243 Pattern Languages as Media for Creative Dialogue: Functional Analysis of Dialogue Workshops possible about their five chosen patterns. » I was thinking about the amount of experience everyone has. The stories from my peers made me realize how much more there still is for me to experience and learn. » I was surprised at how much diversity there is in what people have experienced in their lives, just in Japan. » The workshop made me realize one simple fact: all human beings live different lives. » I found out through the workshop that people could have different types of stories even though they are based on the same pattern. » We all had different styles of learning, which we each found to fit us best. » When I was reading through the Learning Patterns in preparation for the workshop, I was imagining how I would put the patterns to use. I participated in the workshop thin- king that other people would have experienced the patterns similarly, but in reality, the stories I heard were all different, which made the workshop an interesting experience. Not only did the workshop participants listen to the stories, they were able to share and solve problems they faced. » We usually don’t get a chance to talk about how we face learning and what types of thoughts or experiences we have with it. Therefore, listening to stories of my peers in this class provided me new perspectives. » By listening to people sharing their stories, I was able to discover interesting learning styles from my peers. » Talking to my peers, I found many who have similar learning styles, goals, and plans to myself. I also found out that they face the same problems and worries as I do. Talking to them about these topics, I felt my worries that I had since I started attending this school being washed away. » The workshop was a good chance to talk to others about worries we were keeping to ourselves. Interestingly, since the conversations are not one-way but more about sharing our thoughts, everyone was accepting of each other. » Through the workshop, I was able to find a solution to a problem I had been worrying about since I started college. 38.2% 54.2% 6.9% 0.7% Q1. Did you have any findings about the way of learning, when you read the book of the Learning Patterns? Strongly agree Agree Disagree Strongly disagree 2 0 0 0 4 5 11 13 44 52 133 111 91 67 54 48 23 11 15 3 5 3 4 1 0 1 0 2 0 3 2 0 1 0 0 0 0 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Q9. How many people did you talk with in the dialogue workshop? 6.9% 62.3% 29.2% 1.7% Q2. After reading the book, you joined the Dialogue Workshop. When did you get the most findings about the way of learning? When I read the book alone In the Dialogue Workshop I got findings from reading the book, as much as the workshop I did not get any finding from those activities 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. A Pattern Language for Creative Learning Peer Learning by Sharing Experience Feedbacks from Workshop Participants Peer Learning via Dialogue with a Pattern Language
Iba, T. and Iba Laboratory, Learning Patterns: A Pattern Language for Creative Learning, CreativeShift, 2014 A Pattern Language for Creative Learning patterns https://www.amazon.com/dp/1312408855/
25 You have already found the new environment you wish to be in, and you are about to start a new challenge. ▼ In this context You still doubt that the community is suitable for you. • outside. • It is not until you learn that you really understand what you wanted to learn. ▼ Therefore Jump into the new environment to learn something new. the events happening there, and learn from the members. Then, engage in the activity with as much effort as possible. After some time, evalu- ate the environment and rebuild your learning plan. 24 Jump In Do not hesitate to jump into a new learning environment. “The great composer does not set to work because he is inspired, but be- comes inspired because he is working.” —— Ernest Newman “Make up your mind to act decidedly and take the consequences. No good is ever done in this world by hesitation.” —— Thomas Huxley “You never know what you can do till you try.” —— Proverb No.4 Pattern Name One-liner Context Problem Forces Solution Actions Quotes Illustration Pattern Number • Pattern language is a set of vocabulary describing practical knowledge of designing in a certain domain. • A pattern language consists of patterns that describe, in a certain context, what kind of problem frequently occurs, and what is a good solution for the problem. A Pattern Language for Creative Learning patterns Pattern language Learning Patterns is a pattern language for creative learning
Opportunity for Learning Opportunities for learning are created, not chanced upon or waited for. You are ready to learn, and perhaps you have a few expectations. ▼ In this context There are few good opportunities for learning compared to your expectations. Create your own opportunities for learning based on your interests. ▼ Therefore No. 1
Learning by Creating Learn through actively creating, rather than through memorization. You have started to learn, and maybe you want more excitement. ▼ In this context You are not willing to learn just by acquiring knowledge and skills. Launch and implement your own project to improve your knowledge and skills. ▼ Therefore No. 2
Jump In Do not hesitate to jump into a new learning environment. You have already found the new environment you wish to be in, and you are about to start a new challenge. ▼ In this context You still doubt that the community is suitable for you. Jump into the new environment to learn something new. ▼ Therefore No. 4
Daily Use of Foreign Language Use a foreign language daily, using aspects related to your life and interests. You’ve recognized that you need to read, write, and speak a foreign language in the near future. ▼ In this context It is difficult to read, write, and speak a foreign language without any practice. Engage yourself in reading, writing, and speaking a foreign language in your daily life. ▼ Therefore No. 8
Community of Learning Two 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 difficult to explore alone. Build a community of learning with people who share similar interests. ▼ Therefore No. 28
A Pattern Language for Creative Learning0.80 011 ac.jp ect patterns 40 patterns
Learning Patterns Dialogue Workshop Qualitative Survey (Iba, 2014) Quantitative Survey 242 PURPLSOC: The Workshop 2014 » This workshop was a good opportunity for me to meet and talk to many new people. » The talks in the workshop were a precious experience for seeing the different values that people have. » It was a surprise to find out so many people around me had ideas that I never thought of before. Talking to people who would listen closely to my stories and answer my ques- tions generously made the workshop very inspiring. » At first, I felt uneasy talking to new people, but once the workshop started, it was a lot of fun. » Honestly, I am very shy and usually don’t speak to anyone I don’t know. However, once I started to talk with my peers, it was interesting to find out about their thoughts and values that that were clearly different from mine. » At first, I felt resistance in speaking with people I didn’t know. However, once the work- shop started, I realized how much fun it is to learn about different viewpoints that people have and also to talk to these people with pure interest. This workshop, which provided me a good experience of talking to people without any hesitation, was truly fun. [M2] Building Images of Actions from Stories. Another type of comment participants commonly provided involved how they gained ideas about specific actions they could take. » By having other people explain with their stories the patterns that I want to adopt, the rather abstract image of the patterns became more concrete and started to seem fea- sible. » Although I felt I understood the patterns in my head, it was a good experience hearing actual stories from other people, since doing so added reality to the information. » By hearing stories of other peoples’ experiences, I was able to get a clear image of the process of how the patterns I want to take on can be actually be pursued. Before that, I just had a vague goal of using the patterns, but the stories provided me ideas and a chance to think about what types of specific actions I could take or how I could engage with my study topics. With a limited number of patterns, the participants tended to think that only similar stories would emerge. In contrast, however, numerous different kinds of stories arose from the same pattern. In addition, the participants discovered that the same pattern could have various applications, since the workshop asked participants to collect as many stories as 243 Pattern Languages as Media for Creative Dialogue: Functional Analysis of Dialogue Workshops possible about their five chosen patterns. » I was thinking about the amount of experience everyone has. The stories from my peers made me realize how much more there still is for me to experience and learn. » I was surprised at how much diversity there is in what people have experienced in their lives, just in Japan. » The workshop made me realize one simple fact: all human beings live different lives. » I found out through the workshop that people could have different types of stories even though they are based on the same pattern. » We all had different styles of learning, which we each found to fit us best. » When I was reading through the Learning Patterns in preparation for the workshop, I was imagining how I would put the patterns to use. I participated in the workshop thin- king that other people would have experienced the patterns similarly, but in reality, the stories I heard were all different, which made the workshop an interesting experience. Not only did the workshop participants listen to the stories, they were able to share and solve problems they faced. » We usually don’t get a chance to talk about how we face learning and what types of thoughts or experiences we have with it. Therefore, listening to stories of my peers in this class provided me new perspectives. » By listening to people sharing their stories, I was able to discover interesting learning styles from my peers. » Talking to my peers, I found many who have similar learning styles, goals, and plans to myself. I also found out that they face the same problems and worries as I do. Talking to them about these topics, I felt my worries that I had since I started attending this school being washed away. » The workshop was a good chance to talk to others about worries we were keeping to ourselves. Interestingly, since the conversations are not one-way but more about sharing our thoughts, everyone was accepting of each other. » Through the workshop, I was able to find a solution to a problem I had been worrying about since I started college. 38.2% 54.2% 6.9% 0.7% Q1. Did you have any findings about the way of learning, when you read the book of the Learning Patterns? Strongly agree Agree Disagree Strongly disagree 2 0 0 0 4 5 11 13 44 52 133 111 91 67 54 48 23 11 15 3 5 3 4 1 0 1 0 2 0 3 2 0 1 0 0 0 0 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Q9. How many people did you talk with in the dialogue workshop? 6.9% 62.3% 29.2% 1.7% Q2. After reading the book, you joined the Dialogue Workshop. When did you get the most findings about the way of learning? When I read the book alone In the Dialogue Workshop I got findings from reading the book, as much as the workshop I did not get any finding from those activities 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. A Pattern Language for Creative Learning Peer Learning by Sharing Experience Feedbacks from Workshop Participants Peer Learning via Dialogue with a Pattern Language
Dialogue Workshop with the Learning Patterns (COINs2011, Basel, Switzerland)
SFC (Shonan Fujiswa Campus), Keio University There are three faculties having 1,000 freshmen in total every year: • Faculty of Policy Management • Faculty of Environment and Information Studies • Faculty of Nursing and Medical Care For past 7 years, all freshmen in our campus participated in our dialogue workshop with the Learning Patterns
Dialogue Workshop with the Learning Patterns
Peer Learning by Sharing Experiences with a Pattern Language
1. Circle the patterns that you have experienced before. (Your experiences are not just limited to “learning” in a school setting. It may include your experiences in sports, music, extracurricular activities, and hobbies.) 2. Choose 5 patterns that you would like to incorporate into your learning in the future, and put a * mark by them. Homework (Week 1) Yukichi Fukuzawa Preparation for Dialogue Workshop Read the Learning Patterns, which were handed out to you in the first class, and then make marks on your Dialogue Workshop Preparation Sheet in the following manner:
Dialogue Workshop Preparation Sheet (for the Learning Patterns) Circle all patterns that you have experienced. Put a start mark on just 5 patterns that you want to gain in the near future.
• 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. Dialogue Workshop with the Learning Patterns Yukichi Fukuzawa
Dialogue Workshop with the Learning Patterns
(1) Reflecting on your dialogues Write about STORIES you listened to other students. (2) Planning your learning in this semester Write your PLAN to gain 5 patterns you’ve chosen. 0123456789 Yukichi Fukuzawa (1)............................ ................................. ................................. ................................. ................................. ................................. ................ (2)............................ ................................. ................................. ................................. ................................. ................................. Workshop Reflection Homework (Week 2) Reflection & Planning
Peer Learning by Sharing Experiences with a Pattern Language
Learning Patterns Dialogue Workshop Qualitative Survey (Iba, 2014) Quantitative Survey 242 PURPLSOC: The Workshop 2014 » This workshop was a good opportunity for me to meet and talk to many new people. » The talks in the workshop were a precious experience for seeing the different values that people have. » It was a surprise to find out so many people around me had ideas that I never thought of before. Talking to people who would listen closely to my stories and answer my ques- tions generously made the workshop very inspiring. » At first, I felt uneasy talking to new people, but once the workshop started, it was a lot of fun. » Honestly, I am very shy and usually don’t speak to anyone I don’t know. However, once I started to talk with my peers, it was interesting to find out about their thoughts and values that that were clearly different from mine. » At first, I felt resistance in speaking with people I didn’t know. However, once the work- shop started, I realized how much fun it is to learn about different viewpoints that people have and also to talk to these people with pure interest. This workshop, which provided me a good experience of talking to people without any hesitation, was truly fun. [M2] Building Images of Actions from Stories. Another type of comment participants commonly provided involved how they gained ideas about specific actions they could take. » By having other people explain with their stories the patterns that I want to adopt, the rather abstract image of the patterns became more concrete and started to seem fea- sible. » Although I felt I understood the patterns in my head, it was a good experience hearing actual stories from other people, since doing so added reality to the information. » By hearing stories of other peoples’ experiences, I was able to get a clear image of the process of how the patterns I want to take on can be actually be pursued. Before that, I just had a vague goal of using the patterns, but the stories provided me ideas and a chance to think about what types of specific actions I could take or how I could engage with my study topics. With a limited number of patterns, the participants tended to think that only similar stories would emerge. In contrast, however, numerous different kinds of stories arose from the same pattern. In addition, the participants discovered that the same pattern could have various applications, since the workshop asked participants to collect as many stories as 243 Pattern Languages as Media for Creative Dialogue: Functional Analysis of Dialogue Workshops possible about their five chosen patterns. » I was thinking about the amount of experience everyone has. The stories from my peers made me realize how much more there still is for me to experience and learn. » I was surprised at how much diversity there is in what people have experienced in their lives, just in Japan. » The workshop made me realize one simple fact: all human beings live different lives. » I found out through the workshop that people could have different types of stories even though they are based on the same pattern. » We all had different styles of learning, which we each found to fit us best. » When I was reading through the Learning Patterns in preparation for the workshop, I was imagining how I would put the patterns to use. I participated in the workshop thin- king that other people would have experienced the patterns similarly, but in reality, the stories I heard were all different, which made the workshop an interesting experience. Not only did the workshop participants listen to the stories, they were able to share and solve problems they faced. » We usually don’t get a chance to talk about how we face learning and what types of thoughts or experiences we have with it. Therefore, listening to stories of my peers in this class provided me new perspectives. » By listening to people sharing their stories, I was able to discover interesting learning styles from my peers. » Talking to my peers, I found many who have similar learning styles, goals, and plans to myself. I also found out that they face the same problems and worries as I do. Talking to them about these topics, I felt my worries that I had since I started attending this school being washed away. » The workshop was a good chance to talk to others about worries we were keeping to ourselves. Interestingly, since the conversations are not one-way but more about sharing our thoughts, everyone was accepting of each other. » Through the workshop, I was able to find a solution to a problem I had been worrying about since I started college. 38.2% 54.2% 6.9% 0.7% Q1. Did you have any findings about the way of learning, when you read the book of the Learning Patterns? Strongly agree Agree Disagree Strongly disagree 2 0 0 0 4 5 11 13 44 52 133 111 91 67 54 48 23 11 15 3 5 3 4 1 0 1 0 2 0 3 2 0 1 0 0 0 0 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Q9. How many people did you talk with in the dialogue workshop? 6.9% 62.3% 29.2% 1.7% Q2. After reading the book, you joined the Dialogue Workshop. When did you get the most findings about the way of learning? When I read the book alone In the Dialogue Workshop I got findings from reading the book, as much as the workshop I did not get any finding from those activities 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. A Pattern Language for Creative Learning Peer Learning by Sharing Experience Feedbacks from Workshop Participants Peer Learning via Dialogue with a Pattern Language
236 Pattern Languages as Media for Creative Dialogue: Functional Analysis of Dialogue Workshops 237 Iba, Takashi Faculty of Policy Management, Keio University, Endo 5322, Fujisawa Kanagawa, Japan iba@sfc.keio.ac.jp This paper presents the Dialogue Workshop as an ap- plication for using pattern languages as media for cre- ative dialogue. The workshop provides participants an opportunity to reflect on their experiences, talk about them with others, and visualize the future using pat- tern languages. This paper elucidates the functions of the Dialogue Workshop. The manifest functions of the Dialogue Workshop are [M1] Good Opportunity for Dialogue with Others, [M2] Building Images of Actions from Stories, and [M3] Rediscovering Self. The latent functions of the Dialogue Workshops are [L1] Discover- ing the Pleasure of Dialogue, [L2] Becoming Encoura- ged toward the Future, and [L3] Discovering Meaning. These functions are confirmed by feedback from work- shop participants. Pattern Language; Dialogue, Workshop, Learning; Functional Analysis 241 Pattern Languages as Media for Creative Dialogue: Functional Analysis of Dialogue Workshops 3. Analysis of the Participants’ Feedback of Dialogue Workshop Based on my intent, the manifest functions, i.e., the intended results, of the Dialogue Work- shop are as follows: [M1] Good Opportunity for Dialogue with Others, [M2] Building Images of Actions from Stories, and [M3] Rediscovering Self. The latent functions, i.e., the unin- tended results, are as follows: [L1] Discovering the Pleasure of Dialogue, [L2] Becoming Encouraged toward the Future, and [L3] Discovering Meaning. A functional overview of Dia- logue Workshops is shown in Figure 5. In what follows, I provide feedback on each function from workshop participants. Figure 5: Overview of the functions of the Dialogue Workshop The following are the examples of feedback from participants of the Dialogue Workshop with Learning Patterns at Keio University in April 2014. In total, 912 freshmen participated. The author translated the comments and added emphasis by underlining them. [M1] Good Opportunity for Dialogue with Others. In the workshop, participants are ins- tructed to talk only to people they do not know. This rule provides them with a sense of the extraordinary. Of the many survey comments received, many workshop participants said that they were able to talk to people they had never talked to before. About 20% of partici- pants wrote comments similar to the followings. 242 PURPLSOC: The Workshop 2014 » This workshop was a good opportunity for me to meet and talk to many new people. » The talks in the workshop were a precious experience for seeing the different values that people have. » It was a surprise to find out so many people around me had ideas that I never thought of before. Talking to people who would listen closely to my stories and answer my ques- tions generously made the workshop very inspiring. » At first, I felt uneasy talking to new people, but once the workshop started, it was a lot of fun. » Honestly, I am very shy and usually don’t speak to anyone I don’t know. However, once I started to talk with my peers, it was interesting to find out about their thoughts and values that that were clearly different from mine. » At first, I felt resistance in speaking with people I didn’t know. However, once the work- shop started, I realized how much fun it is to learn about different viewpoints that people have and also to talk to these people with pure interest. This workshop, which provided me a good experience of talking to people without any hesitation, was truly fun. [M2] Building Images of Actions from Stories. Another type of comment participants commonly provided involved how they gained ideas about specific actions they could take. » By having other people explain with their stories the patterns that I want to adopt, the rather abstract image of the patterns became more concrete and started to seem fea- sible. » Although I felt I understood the patterns in my head, it was a good experience hearing actual stories from other people, since doing so added reality to the information. » By hearing stories of other peoples’ experiences, I was able to get a clear image of the process of how the patterns I want to take on can be actually be pursued. Before that, I just had a vague goal of using the patterns, but the stories provided me ideas and a chance to think about what types of specific actions I could take or how I could engage with my study topics. With a limited number of patterns, the participants tended to think that only similar stories would emerge. In contrast, however, numerous different kinds of stories arose from the same pattern. In addition, the participants discovered that the same pattern could have various applications, since the workshop asked participants to collect as many stories as Iba, T. (2015) “Pattern Languages as Media for Creative Dialogue: Functional Analysis of Dialogue Workshops,” in Peter Baumgartner, Richard Sickinger (eds), PURPLSOC: The Workshop 2014, pp.236-255 Functional Analysis and Qualitative Study of Dialogue Workshop Download Available: http://www.purplsoc.org/the-books/
[M1] Good Opportunity for Dialogue with Others [M2] Building Images of Actions from Stories [M3] Rediscovering Self Functions of the Dialogue Workshop with a Pattern Language [L1] Discovering the Pleasure of Dialogue [L2] Becoming Encouraged toward the Future [L3] Discovering Meaning Manifest functions Latent functions Iba, T. (2015) “Pattern Languages as Media for Creative Dialogue: Functional Analysis of Dialogue Workshops,” in Peter Baumgartner, Richard Sickinger (eds), PURPLSOC: The Workshop 2014, pp.236-255
• We conducted the survey on what students think about dialogue workshops with the Learning Patterns at Keio University in 2017. • The survey covers everything starting from the students’ experience of reading the pattern booklet to their experience of the workshop itself. • The number of valid responses of this survey is 710. • This survey was conducted in Japanese, with the results shown below translated into English for this presentation and paper. Quantitative Survey
How many patterns you have already experienced in 40 patterns of the Learning Patterns? 2 6 7 10 13 46 39 45 54 44 63 38 27 31 35 34 20 23 20 10 20 18 20 14 10 7 9 10 6 7 5 4 3 6 2 1 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 patterns of the Learning Patterns? Average: 13.09 patterns
Did you learn something new about the way of learning, when you read the book of the Learning Patterns? 38.2% 54.2% 6.9% 0.7% Q1. Did you have any findings about the way of learning, when you read the book of the Learning Patterns? Strongly agree Agree Disagree Strongly disagree Strong agree + Agree = 92.4% N = 710
After reading the book, you joined the Dialogue Workshop. When did you learn the most about the way of learning? 6.9% 62.3% 29.2% 1.7% Q2. After reading the book, you joined the Dialogue Workshop. When did you get the most findings about the way of learning? When I read the book alone In the Dialogue Workshop I got findings from reading the book, as much as the workshop I did not get any finding from those activities Book (in total) = 36.1% Dialogue (in total) = 91.5% N = 710
How many people did you talk with in the Dialogue Workshop? 2 0 0 0 4 5 11 13 44 52 133 111 91 67 54 48 23 11 15 3 5 3 4 1 0 1 0 2 0 3 2 0 1 0 0 0 0 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 workshop? Average: 11.91 people N = 710
Do you think it was important for you to listen to the learning experiences of others, in order to help you think about your own way of learning? 60.6% 35.1% 3.8% 0.6% Q3. Do you think it was significant that you listened to the learning experiences from the others, for you to think about your own way of learning? Strongly agree Agree Disagree Strongly disagree Strong agree + Agree = 95.7% N = 710
60.6% 35.1% 3.8% 0.6% Q3. Do you think it was significant that you listened to the learning experiences from the others, for you to think about your own way of learning? Strongly agree Agree Disagree Strongly disagree What was good about this dialogue workshop where we have shared our own learning experiences using the Learning Patterns? Please check all that apply. If you chose "Strongly agree" or "Agree" in the previous question … 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. I could learn about the new ways of learning I could feel the diversity of people I could talk with new people I could understand more about what I have done so far, by explaining my experiences to others I could realise the value of my experience of learning from the comments from the others I could explain clearly about my experience of learning to others I could see myself from the third person’s point of view I could realise that we should learn how to learn N’ = 671
Did you feel that the Learning Patterns helped you to tell someone your own stories of learning in the dialogue? 38.6% 51.7% 9.2% 0.6% Q5. Did you feel that the Learning Patterns was helpful to tell someone your own stories of learning in the dialogue? Strongly agree Agree Disagree Strongly disagree Strong agree + Agree = 90.3% N = 710
About the five patters you have chosen; are you now able to imagine clearly how you can actually take action? 23.2% 65.1% 11.1% 0.6% Q6. About the 5 patters you have chosen; are you now able to imagine clearly, how you can actually take action? Strongly agree Agree Disagree Strongly disagree Strong agree + Agree = 88.3% N = 710
Were there any patterns you realised, during the workshop, that you already had experience of, even though you had chosen them as "no experience" when reading the book of the Learning Patterns? 82.0% 18.0% Q7. Were there any patterns you realized, during the workshop, that you already had experience of patterns that you chosen as "no experience" when reading the book of the Learning Patterns? Yes No Yes = 82.0% N = 710
All in all, was it enjoyable for you to read the Learning Patterns and to have the dialogue with others? 59.2% 37.3% 2.8% 0.7% Q10. All in all, was it enjoyable for you to read the Learning Patterns or having the dialogue with others? Strongly agree Agree Disagree Strongly disagree Strong agree + Agree = 96.5% N = 710
Would you recommend this workshop about the Learning Patterns to the freshmen coming next year? 95.9% 4.1% Q11. Do you recommend this class about the Learning Patterns to the freshmen coming next year? Yes No Yes = 95.9% N = 710
Have you ever talked about the way of learning with friends, teachers, family and so on, before this workshop? 14.8% 36.9% 34.9% 13.4% Q12. Have you ever talked about the way of learning with friends, teachers, family and so on, before this workshop? Very often Sometimes Not very often Never N = 710
on Dialogue Workshop with the Learning Patterns Quantitative Survey 2 6 7 10 13 46 39 45 54 44 63 38 27 31 35 34 20 23 20 10 20 18 20 14 10 7 9 10 6 7 5 4 3 6 2 1 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Q8. How many patterns you have already experienced in 40 patterns of the Learning Patterns? 38.2% 54.2% 6.9% 0.7% Q1. Did you have any findings about the way of learning, when you read the book of the Learning Patterns? Strongly agree Agree Disagree Strongly disagree 6.9% 62.3% 29.2% 1.7% Q2. After reading the book, you joined the Dialogue Workshop. When did you get the most findings about the way of learning? When I read the book alone In the Dialogue Workshop I got findings from reading the book, as much as the workshop I did not get any finding from those activities 2 0 0 0 4 5 11 13 44 52 133 111 91 67 54 48 23 11 15 3 5 3 4 1 0 1 0 2 0 3 2 0 1 0 0 0 0 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Q9. How many people did you talk with in the dialogue workshop? 60.6% 35.1% 3.8% 0.6% Q3. Do you think it was significant that you listened to the learning experiences from the others, for you to think about your own way of learning? Strongly agree Agree Disagree Strongly disagree 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 38.6% 51.7% 9.2% 0.6% Q5. Did you feel that the Learning Patterns was helpful to tell someone your own stories of learning in the dialogue? Strongly agree Agree Disagree Strongly disagree 23.2% 65.1% 11.1% 0.6% Q6. About the 5 patters you have chosen; are you now able to imagine clearly, how you can actually take action? Strongly agree Agree Disagree Strongly disagree 82.0% 18.0% Q7. Were there any patterns you realized, during the workshop, that you already had experience of patterns that you chosen as "no experience" when reading the book of the Learning Patterns? Yes No 59.2% 37.3% 2.8% 0.7% Q10. All in all, was it enjoyable for you to read the Learning Patterns or having the dialogue with others? Strongly agree Agree Disagree Strongly disagree 95.9% 4.1% Q11. Do you recommend this class about the Learning Patterns to the freshmen coming next year? Yes No 14.8% 36.9% 34.9% 13.4% Q12. Have you ever talked about the way of learning with friends, teachers, family and so on, before this workshop? Very often Sometimes Not very often Never
Limitation of the Results Presented in this Paper and Future Work • The results presented in this paper show subjective responses to the workshop experience. • The responses were collected with their names, so they might be more or less biased. • In order to confirm the effectiveness of the dialogue with a pattern language, a wider study with experimental and control groups is necessary.
Peer Learning by Sharing Experiences with a Pattern Language
Dialogue Workshop with the Learning Patterns (University of North Carolina at Asheville, USA) Let’s Try Dialogue Workshop in Your Community!
Dialogue Workshop with the Collaboration Patterns Republic of the CongoUniversity of Oregon, Portland he is ow m ve ok. ow at n’s at es rn he at th ou ad on cy nd in nd ve ng es ns ks ex Takashi Iba with Iba Laboratory Collaboration Patterns A Pattern Language for Creative Collaboration CreativeShiftIBACollaborationPatterns―APatternLanguageforCreativeCollaborations Junior High School Tokyo
Iba Laboratory, Keio University Japan
COINs2015@Tokyo
Learning Patterns Dialogue Workshop Quantitative Survey 38.2% 54.2% 6.9% 0.7% Q1. Did you have any findings about the way of learning, when you read the book of the Learning Patterns? Strongly agree Agree Disagree Strongly disagree 2 0 0 0 4 5 11 13 44 52 133 111 91 67 54 48 23 11 15 3 5 3 4 1 0 1 0 2 0 3 2 0 1 0 0 0 0 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Q9. How many people did you talk with in the dialogue workshop? 6.9% 62.3% 29.2% 1.7% Q2. After reading the book, you joined the Dialogue Workshop. When did you get the most findings about the way of learning? When I read the book alone In the Dialogue Workshop I got findings from reading the book, as much as the workshop I did not get any finding from those activities 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. A Pattern Language for Creative Learning Peer Learning by Sharing Experience Feedbacks from Workshop Participants Peer Learning via Dialogue with a Pattern Language Takashi Iba - iba@sfc.keio.ac.jp
• Takashi Iba, Toko Miyake, Miyuko Naruse and Natsumi Yotsumoto, "Learning Patterns: A Pattern Language for Active Learners", PLoP’09 Proceedings of the 16th Conference on Pattern Language of Programs, 2009 • Takashi Iba and Toko Miyake, “Learning Patterns: A Pattern Language for Creative Learning II,” AsianPLoP '10 Proceedings of the 1st Asian Conference on Pattern Languages of Programs, 2010 • Takashi Iba and Mami Sakamoto, “Learning Patterns III: A Pattern Language for Creative Learning,” PLoP’11 Proceedings of the 18th Conference on Pattern Languages of Programs, 2011 • Takashi Iba & Learning Patterns Project, "The Learning Patterns Book” (Artifacts), International Conference on Collaborative Innovation Networks 2011 (COINs2011), Sep., 2011 • Takashi Iba, Mami Sakamoto, and Toko Miyake, “How to Write Tacit Knowledge as a Pattern Language: Media Design for Spontaneous and Collaborative Communities,” Procedia - Social and Behavioral Sciences, Volume 26, 2011, Pages 46 54, 2011 • Yuta Okazaki, Atsuhiro Takaoka, Yu Okabe, Mami Sakamoto, and Takashi Iba, "Learning Patterns Card Game," Artifacts, International Conference on Collaborative Innovation Networks 2011 (COINs2011), Sep., 2011 • Iba, T. (2014) “Using pattern languages as media for mining, analysing, and visualising experiences,” International Journal of Organisational Design and Engineering: Special Issue on Creative Networks, 2014 Vol. 3, No. 3/4, 2014, pp. 278–301. • Takashi Iba, with Iba Laboratory, Learning Patterns: A Pattern Language for Creative Learning, CreativeShift Lab, 2014Learning Pattern Cards, CreativeShift, 2014 • Learning Pattern Cards, CreativeShift, 2014 A Pattern Language for Creative Learning0.80 011 ac.jp ect patterns
• Takashi Iba, “A Pattern Language for Designing Pattern Dialogue Workshops,” the 17th European Conference on Pattern Languages of Programs (EuroPLoP2012), 2012 • Takashi Iba, “Pattern Languages as Media for Creative Dialogue: Functional Analysis of Dialogue Workshops,” in Peter Baumgartner, Richard Sickinger (eds), PURPLSOC: The Workshop 2014, 2015, pp.236-255 • Takashi Iba, Ayaka Yoshikawa, “Understanding the Functions of Pattern Language with Vygotsky’s Psychology: Signs, The Zone of Proximal Development, and Predicate in Inner Speech,” 23rd Conference on Pattern Languages of Programs (PLoP2016), 2016 • Takashi Iba, “Pattern Language 3.0 and Fundamental Behavioral Properties” in Peter Baumgartner, Tina Gruber- Muecke, Richard Sickinger (Eds.), Pursuit of Pattern Languages for Societal Change. Designing Lively Scenarios in Various Fields. Berlin: epubli, 2016, pp.200-233 On Dialogue Workshop with a Pattern Language • Takashi Iba, Eri Shimomukai, Mami Sakamoto, Ko Matsuzuka, and Yosuke Yanao, "Experience Mining and Dialogues with a Pattern Language for Creative Learning," 3rd International Conference on Collaborative Innovation Networks (COINs2011), 2011 • Takashi Iba, Eri Shimomukai, and Mami Sakamoto, "Experience Mining and Dialogues with a Pattern Language for Creative Learning," 2nd Asian Conference on Pattern Languages of Programs (AsianPLoP2011), 2011 • Takashi Iba, Eri Shimomukai, Sumire Nakamura, Taichi Isaku, and Ayano Tamefusa, “Dialogue Workshop using the Learning Patterns,” 19th Conference on Pattern Languages of Programs (PLoP2012), 2012 Dialogue Workshop with the Learning Patterns in International Conferences

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Peer Learning via Dialogue with a Pattern Language ((COINs17)

  • 1. Collaborative Innovation Networks (COINs) 2017 Conference Peer Learning via Dialogue with a Pattern Language Takashi Iba Associate Professor Faculty of Policy Management, Keio University Ph.D in Media and Governance
  • 2. Takashi Iba et al. / Procedia Social and Behavioral Sciences 2 (2010) 6441–6456 6445 knowledgeable about “Mozart in Italy”, indeed in this article one editor (BrianBoulton) does the majority of the writing. Figure 6 depicts an article with very different editing characteristics. The article about Australia has almost four thousand different editors, with no clearly recognizable leader. Each of the editors does relatively few different edits. Considering the subject matter of the article, this again makes sense, as everybody who was ever in Australia can considers her/himself an expert and might have something to contribute. It might be expected that it makes more sense for an article with an editing network structure of type “Mozart in Italy” to be a featured article than for one of type “Australia”. It seems much easier for a small group of experts to produce a superb article, than for a huge swarm of thousands of Australia travelers. Our question therefore becomes: what communication and coordination mechanisms are these swarms of editors using to produce top-rated 6446 Takashi Iba et al. / Procedia Social and Behavioral Sciences 2 (2010) 6441–6456 articles? As it turns out, even in such a large swarm, not everybody is equal. For each article there are a few outstanding editors, who succeed in coordinating the editing process to produce a featured article. We call these Wikipedians the “coolfarmers”, the authors and editors who, like Louis de Jaucourt two centuries ago at L’Encyclopedie, are the indispensable backbone of the Wikipedia community. (Priedhorsky et. al. 2007) introduced the “persistent word view” metric to measure the capability of an editor to create value. He and his colleagues looked at the total views per months that the accumulated words of an editor gathered. What they found is that the top 10% of editors by number of edits contributed 86% of the persistent word views, and the top 0.1% contributed 44% of all persistent word views. So there is a tiny fraction of editors who contribute most of the value to Wikipedia – the “Jaucourt’s” do really exist also in the virtual, self-organizing Wikipedia world. The next section looks at the editing and communiation patterns of today’s Jaucourt’s, the most prolific authors who form the backbone of Wikipedia, 4. Coolfarming Editing Patterns Wikipedians are famous for integrating latest controversial developments into their online encyclopedia. Examples of heated discussion and high-editing activity on high-profile events abound. When noted black scholar Henry Louis Gates was handcuffed in his own home by the Cambridge police on July 16, 2009, the immense discussion subsequently arising in newspapers and blogs found its reflection in the Wikipedia page of Henry Louis Gates. Figure 7 shows 6 snapshots of the Condor (Gloor& Zhao, 2004) movie depicting the edit network. The first screen shot at the upper left shows the structure on July 18, when the press and Wikipedians first became aware of the events. Initially, reporting happened on the pre-existing Wikipedia page of Henry Louis Gates. On July 24th , a separate page “Arrest of Henry Louis Gates” was created (blue network) in the top middle window in figure 7. As can be seen in the subsequent snapshots three and four (top right, lower left) a large number of editors started working on both articles in parallel (red dots), with about the same number of edits in both articles. The dense network in snapshot four illustrates the controversy leading to an ‘editing fight’ between the editors defending the professor and the editors defending the cop. Takashi Iba et al. / Procedia Social and Behavioral Sciences 2 (2010) 6441–6456 6447 Snapshot five, in the middle lower row, shows that the main editing activity is now focused on the article “Arrest of Henry Louis Gates” (blue network). Snapshot six, in the lower right, illustrates that on day 11 editing activities are cooling down, with four editors doing edits on the “Henry Louis Gates” page, and a larger number of editors doing controversial editing on the “Arrest of Henry Louis Gates” article. No editor is working on both pages on day 11. Figure 8 illustrates the combined editing volume of the two pages “Henry Louis Gates” and “Arrest of Henry Louis Gates”. The number of edits (left side of figure 8) peaked on day 3, slowing down over the next eight days. Interestingly, the number of new users was highest in the beginning (right side of fig. 8). This shows that initially many editors joined, each doing a few edits. Subsequently fewer new editors joined until day nine. Figure 9 illustrates changes in betweenness centrality in the network movie of figure 7. The left side of figure 9 shows group betweenneess centrality, illustrating that betweenness went down until day 7, and then sharply up on day 11. This means that a few editors, most likely one, became very central in this phase. The temporal social surface at right in figure 9 illustrates the same process, showing that the number of contributors peaked early on – the elevated layer in the first third along the y-axis – while very few contributors are substantially more central than the others. The same can also been seen in the screen snapshots in figure 7. Takashi Iba et al. / Procedia Social and Behavioral Sciences 2 (2010) 6441–6456 6449 Figures 12 to 14 show the individual talk networks of three of the most active editors also shown in figure 11. Note that the owners of the talk pages themselves have been removed as actors in these pictures, to look at the dialogues other users are having on the talk pages of the respective editors. We take this discussion as a proxy for the group-building – i.e. coolfarming – capabilities of these three editors. User rjwilmsi is the most active Wikipedian by number of edits of all Wikipedians. Considering this, his network is surprisingly sparse. At the left of figure 12 there is the contribution index as defined in (Gloor et. al 2003). Rjwilmsi’s dialogue with Reedy is the most active, with just 24 exchanges, very few compared to the dialogues other coolfarmers are having. This is most likely because edits made by the bots developed by rjwilmsi also count towards rjwilmsi’s edits. His dialogue with others is very short and linear, there are very few information exchanges where groups of people are involved. Graphical, in his graph there are only threads, and no clusters of people. Available online at www.sciencedirect.com COINs2009: Collaborative Innovation Networks Conference 1877-0428 © 2010 Published by Elsevier Ltd. doi:10.1016/j.sbspro.2010.04.054 Procedia Social and Behavioral Sciences 2 (2010) 6441–6456 COINs2009: Collaborative Innovation Networks Conference Analyzing the Creative Editing Behavior of Wikipedia Editors Through Dynamic Social Network Analysis Takashi Ibaad , Keiichi Nemotobd , Bernd Petersc , Peter A. Gloord * a Keio University, Japan b Fuji Xerox, Japan c University of Cologne, Germany d MIT Center for Collective Intelligence, Cambridge MA, USA Elsevier use only: Received date here; revised date here; accepted date here Abstract This paper analyzes editing patterns of Wikipedia contributors using dynamic social network analysis. We have developed a tool that converts the edit flow among contributors into a temporal social network. We are using this approach to identify the most creative Wikipedia editors among the few thousand contributors who make most of the edits amid the millions of active Wikipedia editors. In particular, we identify the key category of “coolfarmers”, the prolific authors starting and building new articles of high quality. Towards this goal we analyzed the 2580 featured articles of the English Wikipedia where we found two main article types: (1) articles of narrow focus created by a few subject matter experts, and (2) articles about a broad topic created by thousands of interested incidental editors. We then investigated the authoring process of articles about a current and controversial event. There we found two types of editors with different editing patterns: the mediators, trying to reconcile the different viewpoints of editors, and the zealots, who are adding fuel to heated discussions on controversial topics. As a second category of editors we look at the “egoboosters”, people who use Wikipedia mostly to showcase themselves. Understanding these different patterns of behavior gives important insights about the cultural norms of online creators. In addition, identifying and policing egoboosters has the potential to increase the quality of Wikipedia. People best suited to enforce culture-compliant behavior of egoboosters through exemplary behavior and active intervention are the highly regarded coolfarmers introduced above. Keywords: Wikipedia, dynamic Social Network Analysis, egoboosting, coolfarmer 1. Introduction Little did 18th century scientists and writers Denis Diderot and Jean D’Alembert know that their dream of creating a universal encyclopedia during the age of enlightenment in France would be taken up by a self-organizing swarm of millions of editors two hundred and fifty years later. From 1751 to 1772, Diderot and D’Alembert worked together with a group of philosophers and researchers to create “l’Encyclopedie”, a 35 volume “systematic dictionary of the sciences, arts, and crafts”. Luminaries such as Voltaire, Rousseau, and Montesqieu were key contributors. Collaborators also included people such as Louis de Jaucourt who wrote 17,266 articles, or eight per day, over the duration of six years. Laying the groundwork for the French Revolution, “the Encyclopédie served to
  • 5. “swarm” “collaboration” “collective” Creative Act Natural Creativity Everyday Creativity Pattern Language (a method for sharing practical knowledge)
  • 6. • Pattern language is a set of vocabulary describing practical knowledge of designing in a certain domain. • A pattern language consists of patterns that describe, in a certain context, what kind of problem frequently occurs and what is a good solution for the problem. Pattern language
  • 7. [Learning Patterns] Creative Learning Opportunity for Learning Learning by Creating Open Learning Jump In Copycat Learner Effective Asking Output-Driven Learning Daily Use of Foreign Language Playful Learning Tornado of Learning Chain of Excitement Quantity brings Quality Skill Embodiment Language Shower Tangible Growth Thinking in Action Prototyping Field Diving A Bug’s-Eye & Bird’s-Eye View Hidden Connections Triangular Dig Passion for Exploration Brain Switch Fruit Farming Attractive Expressions The First-Draft-Halfway-Point Acceleration to the Next Community of Learning Serendipitous Encounters Good Rivals Talking Thinker Leaning by Teaching Firm Determinations Questioning Mind The Right Way Brave Changes Frontier Finder Self-Producer Be Extreme! Main Message Touching Gift Image of Success Storytelling Exploration of Words Visual Power Dramatic Modulation Unexpected Evolution Doors of Mystery Beautiful Clarity Perfect Portion Cherry on Top Mind Bridge Reality Sharing Participation Driver Quality in Details Expression Coordinator Discomfort Removing Significant Void Activation Switch Take-Home Gift Stage Building Reminders of Success Construction of Confidence Presentership Best Effort Personally for You Invitation to the World Improvised Presentation Reflecting Forwards Unique Presenter Aesthetics of Presenting Be Authentic! [Survival Language] Survival Action Gift Safe Sleep Zone Storage Area Door Space Reverse L-Shape Lock Biting Lock Roots of TV Extrastock Daily Use of Reserves Crowbar Life over Furniture Evacuation Before Fire-Fighting Armadillo Pose Cover and Lock Kick Signal Evacuation Initiator Repetition of Better Decision [Change Making Patterns] Know Yourself Yes, and Energy Checkup Microvision Trust Your Instinc Idol Imitation Juice Work and Life Frontiership Detective Eyes Market Research 3W1H Leverage Point Field Diving Quick Actions Training for Innovation Sustainable System Root Rediscovery Roadmap to the North Star Success Prototyping Invite Aliens Excitement Delivery Trusteam Stage Setting Pile of Efforts Obsession with Everything Inspire Evangelists Passion Teller Outcome Measurer Outcome Measurer Medium Communication Idea Catcher Professionalism [Generative Beauty] Make Magic! Charming Point Superstar Starting Item Finishing Touch Harmony with the Season Bite of Trend [Pattern Illustrating Patterns] Pattern Illustrating Can-Do List Daily Chore Self-Reflecting Room Favorite Place Voice of Experience Turning the Tide Live in the Moment Self-Intro Album Own Way of Expressing Gift of Words Going Together Team Leader Family Expert The Three Consultants Disclosing Chat Chance to Shine Preparation for the Dream Make it Funny Usual Talk The Seen World Personal Time Emotion Switch Casual Counseling Special Day Generational Mix The Amusement Committee Hint of Feelings Job-Specific Contributions On-the-Spot Helper Encouraging Supporter Personal Connections Mix-Up Event Inventing Jobs Delivering the Voice Warm Design[Collaboration Patterns] Creative Collaboration Mission for the Future Innovative Ways Create a Legend Growth Spiral Sympathetic Union Response Rally Feeling of Togetherness Part to Contribute Vinyl Lavatory Breaker Off Contact by Any Means [Presentation Patterns] Creative Presentation Return of Growth Spontaneous Commitments Loose Connections Vulnerability Disclosure Words of Thanks Emergence Vigor Loaf of Time Collaborative Field Activity Footprints Chaotic Path to Breakthrough Ideas Taking Shape Inside Innovator Roadmap to the Goal Improvised Roles Spadework for Creativity Power to Change the World Quality Line Creative Clashes Generative Destruction Beyond Expectations Project Followers Strategic Developments Context of the World Endurance to Continue Creating Polishing Senses [Words For a Journey] A New Journey The First Step Departure Announcement Travel Plan Fellow Travelers Personal Attributes Guaranteed Fashion Hint Harvesting Metamorphosis Cinderella Makeover Go Natural Small Accomplishments Treat Time Positive Thinking Courage to Leave Compatibility Test Smart Shopper Good Care Balanced Diet Body Cycle Tomorrow’s Body Shape Fateful Encounters Personal Wonderland Concept of the Brand The Secret Ingredient Lavish Makeover Dream Day Growing with Love Cheer-up Cookies Spice it up! Boot Button Ignition Question Feel the Soul Various Sides Space Out Back to the Start Power from the Past Role Model Be Passionate! My Story Live Thoroughly Luminous Intellect Deep Inner Calm Candid Sentiments Noticing Mind Sunnyspot Essential Message Moving Characters Symbolic Representation Center Words Hunting Overall Rough Sketch Sketches of Details Image of Motion Word Association Game Deciding the Amount Layout of Space Instinct Direction Zooming Out Lively Peak Capture Acting Illustrator Time Symbol Mood Unity Consistent Story Composition Differentiation Strangeness Busters Simple Illustration Illustration Fans Intriguing Doodles External Inspiration Third Person View Polishing Word Sense Stock of Expressions Improving by Drawing [Holistic Pattern-Mining] Holistic Pattern Mining Element Mining My Own Experience Posting Notes Describe it Thoroughly Re-Mining Visual Clustering Deep Connections Dyadic Comparison Balance the Islands Plain Labels 10 Years 30+ Domains of Human Actions 1000+ Patterns
  • 8. [Learning Patterns] Creative Learning Opportunity for Learning Learning by Creating Open Learning Jump In Copycat Learner Effective Asking Output-Driven Learning Daily Use of Foreign Language Playful Learning Tornado of Learning Chain of Excitement Quantity brings Quality Skill Embodiment Language Shower Tangible Growth Thinking in Action Prototyping Field Diving A Bug’s-Eye & Bird’s-Eye View Hidden Connections Triangular Dig Passion for Exploration Brain Switch Fruit Farming Attractive Expressions The First-Draft-Halfway-Point Acceleration to the Next Community of Learning Serendipitous Encounters Good Rivals Talking Thinker Leaning by Teaching Firm Determinations Questioning Mind The Right Way Brave Changes Frontier Finder Self-Producer Be Extreme! Main Message Touching Gift Image of Success Storytelling Exploration of Words Visual Power Dramatic Modulation Unexpected Evolution Doors of Mystery Beautiful Clarity Perfect Portion Cherry on Top Mind Bridge Reality Sharing Participation Driver Quality in Details Expression Coordinator Discomfort Removing Significant Void Activation Switch Take-Home Gift Stage Building Reminders of Success Construction of Confidence Presentership Best Effort Personally for You Invitation to the World Improvised Presentation Reflecting Forwards Unique Presenter Aesthetics of Presenting Be Authentic! [Survival Language] Survival Action Gift Safe Sleep Zone Storage Area Door Space Reverse L-Shape Lock Biting Lock Roots of TV Extrastock Daily Use of Reserves Crowbar Life over Furniture Evacuation Before Fire-Fighting Armadillo Pose Cover and Lock Kick Signal Evacuation Initiator Repetition of Better Decision [Change Making Patterns] Know Yourself Yes, and Energy Checkup Microvision Trust Your Instinc Idol Imitation Juice Work and Life Frontiership Detective Eyes Market Research 3W1H Leverage Point Field Diving Quick Actions Training for Innovation Sustainable System Root Rediscovery Roadmap to the North Star Success Prototyping Invite Aliens Excitement Delivery Trusteam Stage Setting Pile of Efforts Obsession with Everything Inspire Evangelists Passion Teller Outcome Measurer Outcome Measurer Medium Communication Idea Catcher Professionalism [Generative Beauty] Make Magic! Charming Point Superstar Starting Item Finishing Touch Harmony with the Season Bite of Trend [Pattern Illustrating Patterns] Pattern Illustrating Can-Do List Daily Chore Self-Reflecting Room Favorite Place Voice of Experience Turning the Tide Live in the Moment Self-Intro Album Own Way of Expressing Gift of Words Going Together Team Leader Family Expert The Three Consultants Disclosing Chat Chance to Shine Preparation for the Dream Make it Funny Usual Talk The Seen World Personal Time Emotion Switch Casual Counseling Special Day Generational Mix The Amusement Committee Hint of Feelings Job-Specific Contributions On-the-Spot Helper Encouraging Supporter Personal Connections Mix-Up Event Inventing Jobs Delivering the Voice Warm Design[Collaboration Patterns] Creative Collaboration Mission for the Future Innovative Ways Create a Legend Growth Spiral Sympathetic Union Response Rally Feeling of Togetherness Part to Contribute Vinyl Lavatory Breaker Off Contact by Any Means [Presentation Patterns] Creative Presentation Return of Growth Spontaneous Commitments Loose Connections Vulnerability Disclosure Words of Thanks Emergence Vigor Loaf of Time Collaborative Field Activity Footprints Chaotic Path to Breakthrough Ideas Taking Shape Inside Innovator Roadmap to the Goal Improvised Roles Spadework for Creativity Power to Change the World Quality Line Creative Clashes Generative Destruction Beyond Expectations Project Followers Strategic Developments Context of the World Endurance to Continue Creating Polishing Senses [Words For a Journey] A New Journey The First Step Departure Announcement Travel Plan Fellow Travelers Personal Attributes Guaranteed Fashion Hint Harvesting Metamorphosis Cinderella Makeover Go Natural Small Accomplishments Treat Time Positive Thinking Courage to Leave Compatibility Test Smart Shopper Good Care Balanced Diet Body Cycle Tomorrow’s Body Shape Fateful Encounters Personal Wonderland Concept of the Brand The Secret Ingredient Lavish Makeover Dream Day Growing with Love Cheer-up Cookies Spice it up! Boot Button Ignition Question Feel the Soul Various Sides Space Out Back to the Start Power from the Past Role Model Be Passionate! My Story Live Thoroughly Luminous Intellect Deep Inner Calm Candid Sentiments Noticing Mind Sunnyspot Essential Message Moving Characters Symbolic Representation Center Words Hunting Overall Rough Sketch Sketches of Details Image of Motion Word Association Game Deciding the Amount Layout of Space Instinct Direction Zooming Out Lively Peak Capture Acting Illustrator Time Symbol Mood Unity Consistent Story Composition Differentiation Strangeness Busters Simple Illustration Illustration Fans Intriguing Doodles External Inspiration Third Person View Polishing Word Sense Stock of Expressions Improving by Drawing [Holistic Pattern-Mining] Holistic Pattern Mining Element Mining My Own Experience Posting Notes Describe it Thoroughly Re-Mining Visual Clustering Deep Connections Dyadic Comparison Balance the Islands Plain Labels Learning Patterns
  • 9. “swarm” “collaboration” “collective” Creative Act Natural Creativity Everyday Creativity Pattern Language (a method for sharing practical knowledge)
  • 10. “swarm” “collaboration” “collective” Creative Act Natural Creativity Everyday Creativity Pattern Language (a method for sharing practical knowledge) Peer Learning
  • 11. Learning Patterns Dialogue Workshop Qualitative Survey (Iba, 2014) Quantitative Survey 242 PURPLSOC: The Workshop 2014 » This workshop was a good opportunity for me to meet and talk to many new people. » The talks in the workshop were a precious experience for seeing the different values that people have. » It was a surprise to find out so many people around me had ideas that I never thought of before. Talking to people who would listen closely to my stories and answer my ques- tions generously made the workshop very inspiring. » At first, I felt uneasy talking to new people, but once the workshop started, it was a lot of fun. » Honestly, I am very shy and usually don’t speak to anyone I don’t know. However, once I started to talk with my peers, it was interesting to find out about their thoughts and values that that were clearly different from mine. » At first, I felt resistance in speaking with people I didn’t know. However, once the work- shop started, I realized how much fun it is to learn about different viewpoints that people have and also to talk to these people with pure interest. This workshop, which provided me a good experience of talking to people without any hesitation, was truly fun. [M2] Building Images of Actions from Stories. Another type of comment participants commonly provided involved how they gained ideas about specific actions they could take. » By having other people explain with their stories the patterns that I want to adopt, the rather abstract image of the patterns became more concrete and started to seem fea- sible. » Although I felt I understood the patterns in my head, it was a good experience hearing actual stories from other people, since doing so added reality to the information. » By hearing stories of other peoples’ experiences, I was able to get a clear image of the process of how the patterns I want to take on can be actually be pursued. Before that, I just had a vague goal of using the patterns, but the stories provided me ideas and a chance to think about what types of specific actions I could take or how I could engage with my study topics. With a limited number of patterns, the participants tended to think that only similar stories would emerge. In contrast, however, numerous different kinds of stories arose from the same pattern. In addition, the participants discovered that the same pattern could have various applications, since the workshop asked participants to collect as many stories as 243 Pattern Languages as Media for Creative Dialogue: Functional Analysis of Dialogue Workshops possible about their five chosen patterns. » I was thinking about the amount of experience everyone has. The stories from my peers made me realize how much more there still is for me to experience and learn. » I was surprised at how much diversity there is in what people have experienced in their lives, just in Japan. » The workshop made me realize one simple fact: all human beings live different lives. » I found out through the workshop that people could have different types of stories even though they are based on the same pattern. » We all had different styles of learning, which we each found to fit us best. » When I was reading through the Learning Patterns in preparation for the workshop, I was imagining how I would put the patterns to use. I participated in the workshop thin- king that other people would have experienced the patterns similarly, but in reality, the stories I heard were all different, which made the workshop an interesting experience. Not only did the workshop participants listen to the stories, they were able to share and solve problems they faced. » We usually don’t get a chance to talk about how we face learning and what types of thoughts or experiences we have with it. Therefore, listening to stories of my peers in this class provided me new perspectives. » By listening to people sharing their stories, I was able to discover interesting learning styles from my peers. » Talking to my peers, I found many who have similar learning styles, goals, and plans to myself. I also found out that they face the same problems and worries as I do. Talking to them about these topics, I felt my worries that I had since I started attending this school being washed away. » The workshop was a good chance to talk to others about worries we were keeping to ourselves. Interestingly, since the conversations are not one-way but more about sharing our thoughts, everyone was accepting of each other. » Through the workshop, I was able to find a solution to a problem I had been worrying about since I started college. 38.2% 54.2% 6.9% 0.7% Q1. Did you have any findings about the way of learning, when you read the book of the Learning Patterns? Strongly agree Agree Disagree Strongly disagree 2 0 0 0 4 5 11 13 44 52 133 111 91 67 54 48 23 11 15 3 5 3 4 1 0 1 0 2 0 3 2 0 1 0 0 0 0 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Q9. How many people did you talk with in the dialogue workshop? 6.9% 62.3% 29.2% 1.7% Q2. After reading the book, you joined the Dialogue Workshop. When did you get the most findings about the way of learning? When I read the book alone In the Dialogue Workshop I got findings from reading the book, as much as the workshop I did not get any finding from those activities 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. Peer Learning via Dialogue with a Pattern Language A Pattern Language for Creative Learning Peer Learning by Sharing Experience Feedbacks from Workshop Participants
  • 12. Learning Patterns Dialogue Workshop Qualitative Survey (Iba, 2014) Quantitative Survey 242 PURPLSOC: The Workshop 2014 » This workshop was a good opportunity for me to meet and talk to many new people. » The talks in the workshop were a precious experience for seeing the different values that people have. » It was a surprise to find out so many people around me had ideas that I never thought of before. Talking to people who would listen closely to my stories and answer my ques- tions generously made the workshop very inspiring. » At first, I felt uneasy talking to new people, but once the workshop started, it was a lot of fun. » Honestly, I am very shy and usually don’t speak to anyone I don’t know. However, once I started to talk with my peers, it was interesting to find out about their thoughts and values that that were clearly different from mine. » At first, I felt resistance in speaking with people I didn’t know. However, once the work- shop started, I realized how much fun it is to learn about different viewpoints that people have and also to talk to these people with pure interest. This workshop, which provided me a good experience of talking to people without any hesitation, was truly fun. [M2] Building Images of Actions from Stories. Another type of comment participants commonly provided involved how they gained ideas about specific actions they could take. » By having other people explain with their stories the patterns that I want to adopt, the rather abstract image of the patterns became more concrete and started to seem fea- sible. » Although I felt I understood the patterns in my head, it was a good experience hearing actual stories from other people, since doing so added reality to the information. » By hearing stories of other peoples’ experiences, I was able to get a clear image of the process of how the patterns I want to take on can be actually be pursued. Before that, I just had a vague goal of using the patterns, but the stories provided me ideas and a chance to think about what types of specific actions I could take or how I could engage with my study topics. With a limited number of patterns, the participants tended to think that only similar stories would emerge. In contrast, however, numerous different kinds of stories arose from the same pattern. In addition, the participants discovered that the same pattern could have various applications, since the workshop asked participants to collect as many stories as 243 Pattern Languages as Media for Creative Dialogue: Functional Analysis of Dialogue Workshops possible about their five chosen patterns. » I was thinking about the amount of experience everyone has. The stories from my peers made me realize how much more there still is for me to experience and learn. » I was surprised at how much diversity there is in what people have experienced in their lives, just in Japan. » The workshop made me realize one simple fact: all human beings live different lives. » I found out through the workshop that people could have different types of stories even though they are based on the same pattern. » We all had different styles of learning, which we each found to fit us best. » When I was reading through the Learning Patterns in preparation for the workshop, I was imagining how I would put the patterns to use. I participated in the workshop thin- king that other people would have experienced the patterns similarly, but in reality, the stories I heard were all different, which made the workshop an interesting experience. Not only did the workshop participants listen to the stories, they were able to share and solve problems they faced. » We usually don’t get a chance to talk about how we face learning and what types of thoughts or experiences we have with it. Therefore, listening to stories of my peers in this class provided me new perspectives. » By listening to people sharing their stories, I was able to discover interesting learning styles from my peers. » Talking to my peers, I found many who have similar learning styles, goals, and plans to myself. I also found out that they face the same problems and worries as I do. Talking to them about these topics, I felt my worries that I had since I started attending this school being washed away. » The workshop was a good chance to talk to others about worries we were keeping to ourselves. Interestingly, since the conversations are not one-way but more about sharing our thoughts, everyone was accepting of each other. » Through the workshop, I was able to find a solution to a problem I had been worrying about since I started college. 38.2% 54.2% 6.9% 0.7% Q1. Did you have any findings about the way of learning, when you read the book of the Learning Patterns? Strongly agree Agree Disagree Strongly disagree 2 0 0 0 4 5 11 13 44 52 133 111 91 67 54 48 23 11 15 3 5 3 4 1 0 1 0 2 0 3 2 0 1 0 0 0 0 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Q9. How many people did you talk with in the dialogue workshop? 6.9% 62.3% 29.2% 1.7% Q2. After reading the book, you joined the Dialogue Workshop. When did you get the most findings about the way of learning? When I read the book alone In the Dialogue Workshop I got findings from reading the book, as much as the workshop I did not get any finding from those activities 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. A Pattern Language for Creative Learning Peer Learning by Sharing Experience Feedbacks from Workshop Participants Peer Learning via Dialogue with a Pattern Language
  • 13. Iba, T. and Iba Laboratory, Learning Patterns: A Pattern Language for Creative Learning, CreativeShift, 2014 A Pattern Language for Creative Learning patterns https://www.amazon.com/dp/1312408855/
  • 14. 25 You have already found the new environment you wish to be in, and you are about to start a new challenge. ▼ In this context You still doubt that the community is suitable for you. • outside. • It is not until you learn that you really understand what you wanted to learn. ▼ Therefore Jump into the new environment to learn something new. the events happening there, and learn from the members. Then, engage in the activity with as much effort as possible. After some time, evalu- ate the environment and rebuild your learning plan. 24 Jump In Do not hesitate to jump into a new learning environment. “The great composer does not set to work because he is inspired, but be- comes inspired because he is working.” —— Ernest Newman “Make up your mind to act decidedly and take the consequences. No good is ever done in this world by hesitation.” —— Thomas Huxley “You never know what you can do till you try.” —— Proverb No.4 Pattern Name One-liner Context Problem Forces Solution Actions Quotes Illustration Pattern Number • Pattern language is a set of vocabulary describing practical knowledge of designing in a certain domain. • A pattern language consists of patterns that describe, in a certain context, what kind of problem frequently occurs, and what is a good solution for the problem. A Pattern Language for Creative Learning patterns Pattern language Learning Patterns is a pattern language for creative learning
  • 15. Opportunity for Learning Opportunities for learning are created, not chanced upon or waited for. You are ready to learn, and perhaps you have a few expectations. ▼ In this context There are few good opportunities for learning compared to your expectations. Create your own opportunities for learning based on your interests. ▼ Therefore No. 1
  • 16. Learning by Creating Learn through actively creating, rather than through memorization. You have started to learn, and maybe you want more excitement. ▼ In this context You are not willing to learn just by acquiring knowledge and skills. Launch and implement your own project to improve your knowledge and skills. ▼ Therefore No. 2
  • 17. Jump In Do not hesitate to jump into a new learning environment. You have already found the new environment you wish to be in, and you are about to start a new challenge. ▼ In this context You still doubt that the community is suitable for you. Jump into the new environment to learn something new. ▼ Therefore No. 4
  • 18. Daily Use of Foreign Language Use a foreign language daily, using aspects related to your life and interests. You’ve recognized that you need to read, write, and speak a foreign language in the near future. ▼ In this context It is difficult to read, write, and speak a foreign language without any practice. Engage yourself in reading, writing, and speaking a foreign language in your daily life. ▼ Therefore No. 8
  • 19. Community of Learning Two 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 difficult to explore alone. Build a community of learning with people who share similar interests. ▼ Therefore No. 28
  • 20. A Pattern Language for Creative Learning0.80 011 ac.jp ect patterns 40 patterns
  • 21. Learning Patterns Dialogue Workshop Qualitative Survey (Iba, 2014) Quantitative Survey 242 PURPLSOC: The Workshop 2014 » This workshop was a good opportunity for me to meet and talk to many new people. » The talks in the workshop were a precious experience for seeing the different values that people have. » It was a surprise to find out so many people around me had ideas that I never thought of before. Talking to people who would listen closely to my stories and answer my ques- tions generously made the workshop very inspiring. » At first, I felt uneasy talking to new people, but once the workshop started, it was a lot of fun. » Honestly, I am very shy and usually don’t speak to anyone I don’t know. However, once I started to talk with my peers, it was interesting to find out about their thoughts and values that that were clearly different from mine. » At first, I felt resistance in speaking with people I didn’t know. However, once the work- shop started, I realized how much fun it is to learn about different viewpoints that people have and also to talk to these people with pure interest. This workshop, which provided me a good experience of talking to people without any hesitation, was truly fun. [M2] Building Images of Actions from Stories. Another type of comment participants commonly provided involved how they gained ideas about specific actions they could take. » By having other people explain with their stories the patterns that I want to adopt, the rather abstract image of the patterns became more concrete and started to seem fea- sible. » Although I felt I understood the patterns in my head, it was a good experience hearing actual stories from other people, since doing so added reality to the information. » By hearing stories of other peoples’ experiences, I was able to get a clear image of the process of how the patterns I want to take on can be actually be pursued. Before that, I just had a vague goal of using the patterns, but the stories provided me ideas and a chance to think about what types of specific actions I could take or how I could engage with my study topics. With a limited number of patterns, the participants tended to think that only similar stories would emerge. In contrast, however, numerous different kinds of stories arose from the same pattern. In addition, the participants discovered that the same pattern could have various applications, since the workshop asked participants to collect as many stories as 243 Pattern Languages as Media for Creative Dialogue: Functional Analysis of Dialogue Workshops possible about their five chosen patterns. » I was thinking about the amount of experience everyone has. The stories from my peers made me realize how much more there still is for me to experience and learn. » I was surprised at how much diversity there is in what people have experienced in their lives, just in Japan. » The workshop made me realize one simple fact: all human beings live different lives. » I found out through the workshop that people could have different types of stories even though they are based on the same pattern. » We all had different styles of learning, which we each found to fit us best. » When I was reading through the Learning Patterns in preparation for the workshop, I was imagining how I would put the patterns to use. I participated in the workshop thin- king that other people would have experienced the patterns similarly, but in reality, the stories I heard were all different, which made the workshop an interesting experience. Not only did the workshop participants listen to the stories, they were able to share and solve problems they faced. » We usually don’t get a chance to talk about how we face learning and what types of thoughts or experiences we have with it. Therefore, listening to stories of my peers in this class provided me new perspectives. » By listening to people sharing their stories, I was able to discover interesting learning styles from my peers. » Talking to my peers, I found many who have similar learning styles, goals, and plans to myself. I also found out that they face the same problems and worries as I do. Talking to them about these topics, I felt my worries that I had since I started attending this school being washed away. » The workshop was a good chance to talk to others about worries we were keeping to ourselves. Interestingly, since the conversations are not one-way but more about sharing our thoughts, everyone was accepting of each other. » Through the workshop, I was able to find a solution to a problem I had been worrying about since I started college. 38.2% 54.2% 6.9% 0.7% Q1. Did you have any findings about the way of learning, when you read the book of the Learning Patterns? Strongly agree Agree Disagree Strongly disagree 2 0 0 0 4 5 11 13 44 52 133 111 91 67 54 48 23 11 15 3 5 3 4 1 0 1 0 2 0 3 2 0 1 0 0 0 0 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Q9. How many people did you talk with in the dialogue workshop? 6.9% 62.3% 29.2% 1.7% Q2. After reading the book, you joined the Dialogue Workshop. When did you get the most findings about the way of learning? When I read the book alone In the Dialogue Workshop I got findings from reading the book, as much as the workshop I did not get any finding from those activities 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. A Pattern Language for Creative Learning Peer Learning by Sharing Experience Feedbacks from Workshop Participants Peer Learning via Dialogue with a Pattern Language
  • 22. Dialogue Workshop with the Learning Patterns (COINs2011, Basel, Switzerland)
  • 23. SFC (Shonan Fujiswa Campus), Keio University There are three faculties having 1,000 freshmen in total every year: • Faculty of Policy Management • Faculty of Environment and Information Studies • Faculty of Nursing and Medical Care For past 7 years, all freshmen in our campus participated in our dialogue workshop with the Learning Patterns
  • 24. Dialogue Workshop with the Learning Patterns
  • 25. Peer Learning by Sharing Experiences with a Pattern Language
  • 26. 1. Circle the patterns that you have experienced before. (Your experiences are not just limited to “learning” in a school setting. It may include your experiences in sports, music, extracurricular activities, and hobbies.) 2. Choose 5 patterns that you would like to incorporate into your learning in the future, and put a * mark by them. Homework (Week 1) Yukichi Fukuzawa Preparation for Dialogue Workshop Read the Learning Patterns, which were handed out to you in the first class, and then make marks on your Dialogue Workshop Preparation Sheet in the following manner:
  • 27. Dialogue Workshop Preparation Sheet (for the Learning Patterns) Circle all patterns that you have experienced. Put a start mark on just 5 patterns that you want to gain in the near future.
  • 28. • 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. Dialogue Workshop with the Learning Patterns Yukichi Fukuzawa
  • 29. Dialogue Workshop with the Learning Patterns
  • 30. (1) Reflecting on your dialogues Write about STORIES you listened to other students. (2) Planning your learning in this semester Write your PLAN to gain 5 patterns you’ve chosen. 0123456789 Yukichi Fukuzawa (1)............................ ................................. ................................. ................................. ................................. ................................. ................ (2)............................ ................................. ................................. ................................. ................................. ................................. Workshop Reflection Homework (Week 2) Reflection & Planning
  • 31. Peer Learning by Sharing Experiences with a Pattern Language
  • 32. Learning Patterns Dialogue Workshop Qualitative Survey (Iba, 2014) Quantitative Survey 242 PURPLSOC: The Workshop 2014 » This workshop was a good opportunity for me to meet and talk to many new people. » The talks in the workshop were a precious experience for seeing the different values that people have. » It was a surprise to find out so many people around me had ideas that I never thought of before. Talking to people who would listen closely to my stories and answer my ques- tions generously made the workshop very inspiring. » At first, I felt uneasy talking to new people, but once the workshop started, it was a lot of fun. » Honestly, I am very shy and usually don’t speak to anyone I don’t know. However, once I started to talk with my peers, it was interesting to find out about their thoughts and values that that were clearly different from mine. » At first, I felt resistance in speaking with people I didn’t know. However, once the work- shop started, I realized how much fun it is to learn about different viewpoints that people have and also to talk to these people with pure interest. This workshop, which provided me a good experience of talking to people without any hesitation, was truly fun. [M2] Building Images of Actions from Stories. Another type of comment participants commonly provided involved how they gained ideas about specific actions they could take. » By having other people explain with their stories the patterns that I want to adopt, the rather abstract image of the patterns became more concrete and started to seem fea- sible. » Although I felt I understood the patterns in my head, it was a good experience hearing actual stories from other people, since doing so added reality to the information. » By hearing stories of other peoples’ experiences, I was able to get a clear image of the process of how the patterns I want to take on can be actually be pursued. Before that, I just had a vague goal of using the patterns, but the stories provided me ideas and a chance to think about what types of specific actions I could take or how I could engage with my study topics. With a limited number of patterns, the participants tended to think that only similar stories would emerge. In contrast, however, numerous different kinds of stories arose from the same pattern. In addition, the participants discovered that the same pattern could have various applications, since the workshop asked participants to collect as many stories as 243 Pattern Languages as Media for Creative Dialogue: Functional Analysis of Dialogue Workshops possible about their five chosen patterns. » I was thinking about the amount of experience everyone has. The stories from my peers made me realize how much more there still is for me to experience and learn. » I was surprised at how much diversity there is in what people have experienced in their lives, just in Japan. » The workshop made me realize one simple fact: all human beings live different lives. » I found out through the workshop that people could have different types of stories even though they are based on the same pattern. » We all had different styles of learning, which we each found to fit us best. » When I was reading through the Learning Patterns in preparation for the workshop, I was imagining how I would put the patterns to use. I participated in the workshop thin- king that other people would have experienced the patterns similarly, but in reality, the stories I heard were all different, which made the workshop an interesting experience. Not only did the workshop participants listen to the stories, they were able to share and solve problems they faced. » We usually don’t get a chance to talk about how we face learning and what types of thoughts or experiences we have with it. Therefore, listening to stories of my peers in this class provided me new perspectives. » By listening to people sharing their stories, I was able to discover interesting learning styles from my peers. » Talking to my peers, I found many who have similar learning styles, goals, and plans to myself. I also found out that they face the same problems and worries as I do. Talking to them about these topics, I felt my worries that I had since I started attending this school being washed away. » The workshop was a good chance to talk to others about worries we were keeping to ourselves. Interestingly, since the conversations are not one-way but more about sharing our thoughts, everyone was accepting of each other. » Through the workshop, I was able to find a solution to a problem I had been worrying about since I started college. 38.2% 54.2% 6.9% 0.7% Q1. Did you have any findings about the way of learning, when you read the book of the Learning Patterns? Strongly agree Agree Disagree Strongly disagree 2 0 0 0 4 5 11 13 44 52 133 111 91 67 54 48 23 11 15 3 5 3 4 1 0 1 0 2 0 3 2 0 1 0 0 0 0 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Q9. How many people did you talk with in the dialogue workshop? 6.9% 62.3% 29.2% 1.7% Q2. After reading the book, you joined the Dialogue Workshop. When did you get the most findings about the way of learning? When I read the book alone In the Dialogue Workshop I got findings from reading the book, as much as the workshop I did not get any finding from those activities 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. A Pattern Language for Creative Learning Peer Learning by Sharing Experience Feedbacks from Workshop Participants Peer Learning via Dialogue with a Pattern Language
  • 33. 236 Pattern Languages as Media for Creative Dialogue: Functional Analysis of Dialogue Workshops 237 Iba, Takashi Faculty of Policy Management, Keio University, Endo 5322, Fujisawa Kanagawa, Japan iba@sfc.keio.ac.jp This paper presents the Dialogue Workshop as an ap- plication for using pattern languages as media for cre- ative dialogue. The workshop provides participants an opportunity to reflect on their experiences, talk about them with others, and visualize the future using pat- tern languages. This paper elucidates the functions of the Dialogue Workshop. The manifest functions of the Dialogue Workshop are [M1] Good Opportunity for Dialogue with Others, [M2] Building Images of Actions from Stories, and [M3] Rediscovering Self. The latent functions of the Dialogue Workshops are [L1] Discover- ing the Pleasure of Dialogue, [L2] Becoming Encoura- ged toward the Future, and [L3] Discovering Meaning. These functions are confirmed by feedback from work- shop participants. Pattern Language; Dialogue, Workshop, Learning; Functional Analysis 241 Pattern Languages as Media for Creative Dialogue: Functional Analysis of Dialogue Workshops 3. Analysis of the Participants’ Feedback of Dialogue Workshop Based on my intent, the manifest functions, i.e., the intended results, of the Dialogue Work- shop are as follows: [M1] Good Opportunity for Dialogue with Others, [M2] Building Images of Actions from Stories, and [M3] Rediscovering Self. The latent functions, i.e., the unin- tended results, are as follows: [L1] Discovering the Pleasure of Dialogue, [L2] Becoming Encouraged toward the Future, and [L3] Discovering Meaning. A functional overview of Dia- logue Workshops is shown in Figure 5. In what follows, I provide feedback on each function from workshop participants. Figure 5: Overview of the functions of the Dialogue Workshop The following are the examples of feedback from participants of the Dialogue Workshop with Learning Patterns at Keio University in April 2014. In total, 912 freshmen participated. The author translated the comments and added emphasis by underlining them. [M1] Good Opportunity for Dialogue with Others. In the workshop, participants are ins- tructed to talk only to people they do not know. This rule provides them with a sense of the extraordinary. Of the many survey comments received, many workshop participants said that they were able to talk to people they had never talked to before. About 20% of partici- pants wrote comments similar to the followings. 242 PURPLSOC: The Workshop 2014 » This workshop was a good opportunity for me to meet and talk to many new people. » The talks in the workshop were a precious experience for seeing the different values that people have. » It was a surprise to find out so many people around me had ideas that I never thought of before. Talking to people who would listen closely to my stories and answer my ques- tions generously made the workshop very inspiring. » At first, I felt uneasy talking to new people, but once the workshop started, it was a lot of fun. » Honestly, I am very shy and usually don’t speak to anyone I don’t know. However, once I started to talk with my peers, it was interesting to find out about their thoughts and values that that were clearly different from mine. » At first, I felt resistance in speaking with people I didn’t know. However, once the work- shop started, I realized how much fun it is to learn about different viewpoints that people have and also to talk to these people with pure interest. This workshop, which provided me a good experience of talking to people without any hesitation, was truly fun. [M2] Building Images of Actions from Stories. Another type of comment participants commonly provided involved how they gained ideas about specific actions they could take. » By having other people explain with their stories the patterns that I want to adopt, the rather abstract image of the patterns became more concrete and started to seem fea- sible. » Although I felt I understood the patterns in my head, it was a good experience hearing actual stories from other people, since doing so added reality to the information. » By hearing stories of other peoples’ experiences, I was able to get a clear image of the process of how the patterns I want to take on can be actually be pursued. Before that, I just had a vague goal of using the patterns, but the stories provided me ideas and a chance to think about what types of specific actions I could take or how I could engage with my study topics. With a limited number of patterns, the participants tended to think that only similar stories would emerge. In contrast, however, numerous different kinds of stories arose from the same pattern. In addition, the participants discovered that the same pattern could have various applications, since the workshop asked participants to collect as many stories as Iba, T. (2015) “Pattern Languages as Media for Creative Dialogue: Functional Analysis of Dialogue Workshops,” in Peter Baumgartner, Richard Sickinger (eds), PURPLSOC: The Workshop 2014, pp.236-255 Functional Analysis and Qualitative Study of Dialogue Workshop Download Available: http://www.purplsoc.org/the-books/
  • 34. [M1] Good Opportunity for Dialogue with Others [M2] Building Images of Actions from Stories [M3] Rediscovering Self Functions of the Dialogue Workshop with a Pattern Language [L1] Discovering the Pleasure of Dialogue [L2] Becoming Encouraged toward the Future [L3] Discovering Meaning Manifest functions Latent functions Iba, T. (2015) “Pattern Languages as Media for Creative Dialogue: Functional Analysis of Dialogue Workshops,” in Peter Baumgartner, Richard Sickinger (eds), PURPLSOC: The Workshop 2014, pp.236-255
  • 35. • We conducted the survey on what students think about dialogue workshops with the Learning Patterns at Keio University in 2017. • The survey covers everything starting from the students’ experience of reading the pattern booklet to their experience of the workshop itself. • The number of valid responses of this survey is 710. • This survey was conducted in Japanese, with the results shown below translated into English for this presentation and paper. Quantitative Survey
  • 36. How many patterns you have already experienced in 40 patterns of the Learning Patterns? 2 6 7 10 13 46 39 45 54 44 63 38 27 31 35 34 20 23 20 10 20 18 20 14 10 7 9 10 6 7 5 4 3 6 2 1 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 patterns of the Learning Patterns? Average: 13.09 patterns
  • 37. Did you learn something new about the way of learning, when you read the book of the Learning Patterns? 38.2% 54.2% 6.9% 0.7% Q1. Did you have any findings about the way of learning, when you read the book of the Learning Patterns? Strongly agree Agree Disagree Strongly disagree Strong agree + Agree = 92.4% N = 710
  • 38. After reading the book, you joined the Dialogue Workshop. When did you learn the most about the way of learning? 6.9% 62.3% 29.2% 1.7% Q2. After reading the book, you joined the Dialogue Workshop. When did you get the most findings about the way of learning? When I read the book alone In the Dialogue Workshop I got findings from reading the book, as much as the workshop I did not get any finding from those activities Book (in total) = 36.1% Dialogue (in total) = 91.5% N = 710
  • 39. How many people did you talk with in the Dialogue Workshop? 2 0 0 0 4 5 11 13 44 52 133 111 91 67 54 48 23 11 15 3 5 3 4 1 0 1 0 2 0 3 2 0 1 0 0 0 0 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 workshop? Average: 11.91 people N = 710
  • 40. Do you think it was important for you to listen to the learning experiences of others, in order to help you think about your own way of learning? 60.6% 35.1% 3.8% 0.6% Q3. Do you think it was significant that you listened to the learning experiences from the others, for you to think about your own way of learning? Strongly agree Agree Disagree Strongly disagree Strong agree + Agree = 95.7% N = 710
  • 41. 60.6% 35.1% 3.8% 0.6% Q3. Do you think it was significant that you listened to the learning experiences from the others, for you to think about your own way of learning? Strongly agree Agree Disagree Strongly disagree What was good about this dialogue workshop where we have shared our own learning experiences using the Learning Patterns? Please check all that apply. If you chose "Strongly agree" or "Agree" in the previous question … 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. I could learn about the new ways of learning I could feel the diversity of people I could talk with new people I could understand more about what I have done so far, by explaining my experiences to others I could realise the value of my experience of learning from the comments from the others I could explain clearly about my experience of learning to others I could see myself from the third person’s point of view I could realise that we should learn how to learn N’ = 671
  • 42. Did you feel that the Learning Patterns helped you to tell someone your own stories of learning in the dialogue? 38.6% 51.7% 9.2% 0.6% Q5. Did you feel that the Learning Patterns was helpful to tell someone your own stories of learning in the dialogue? Strongly agree Agree Disagree Strongly disagree Strong agree + Agree = 90.3% N = 710
  • 43. About the five patters you have chosen; are you now able to imagine clearly how you can actually take action? 23.2% 65.1% 11.1% 0.6% Q6. About the 5 patters you have chosen; are you now able to imagine clearly, how you can actually take action? Strongly agree Agree Disagree Strongly disagree Strong agree + Agree = 88.3% N = 710
  • 44. Were there any patterns you realised, during the workshop, that you already had experience of, even though you had chosen them as "no experience" when reading the book of the Learning Patterns? 82.0% 18.0% Q7. Were there any patterns you realized, during the workshop, that you already had experience of patterns that you chosen as "no experience" when reading the book of the Learning Patterns? Yes No Yes = 82.0% N = 710
  • 45. All in all, was it enjoyable for you to read the Learning Patterns and to have the dialogue with others? 59.2% 37.3% 2.8% 0.7% Q10. All in all, was it enjoyable for you to read the Learning Patterns or having the dialogue with others? Strongly agree Agree Disagree Strongly disagree Strong agree + Agree = 96.5% N = 710
  • 46. Would you recommend this workshop about the Learning Patterns to the freshmen coming next year? 95.9% 4.1% Q11. Do you recommend this class about the Learning Patterns to the freshmen coming next year? Yes No Yes = 95.9% N = 710
  • 47. Have you ever talked about the way of learning with friends, teachers, family and so on, before this workshop? 14.8% 36.9% 34.9% 13.4% Q12. Have you ever talked about the way of learning with friends, teachers, family and so on, before this workshop? Very often Sometimes Not very often Never N = 710
  • 48. on Dialogue Workshop with the Learning Patterns Quantitative Survey 2 6 7 10 13 46 39 45 54 44 63 38 27 31 35 34 20 23 20 10 20 18 20 14 10 7 9 10 6 7 5 4 3 6 2 1 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Q8. How many patterns you have already experienced in 40 patterns of the Learning Patterns? 38.2% 54.2% 6.9% 0.7% Q1. Did you have any findings about the way of learning, when you read the book of the Learning Patterns? Strongly agree Agree Disagree Strongly disagree 6.9% 62.3% 29.2% 1.7% Q2. After reading the book, you joined the Dialogue Workshop. When did you get the most findings about the way of learning? When I read the book alone In the Dialogue Workshop I got findings from reading the book, as much as the workshop I did not get any finding from those activities 2 0 0 0 4 5 11 13 44 52 133 111 91 67 54 48 23 11 15 3 5 3 4 1 0 1 0 2 0 3 2 0 1 0 0 0 0 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Q9. How many people did you talk with in the dialogue workshop? 60.6% 35.1% 3.8% 0.6% Q3. Do you think it was significant that you listened to the learning experiences from the others, for you to think about your own way of learning? Strongly agree Agree Disagree Strongly disagree 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. 38.6% 51.7% 9.2% 0.6% Q5. Did you feel that the Learning Patterns was helpful to tell someone your own stories of learning in the dialogue? Strongly agree Agree Disagree Strongly disagree 23.2% 65.1% 11.1% 0.6% Q6. About the 5 patters you have chosen; are you now able to imagine clearly, how you can actually take action? Strongly agree Agree Disagree Strongly disagree 82.0% 18.0% Q7. Were there any patterns you realized, during the workshop, that you already had experience of patterns that you chosen as "no experience" when reading the book of the Learning Patterns? Yes No 59.2% 37.3% 2.8% 0.7% Q10. All in all, was it enjoyable for you to read the Learning Patterns or having the dialogue with others? Strongly agree Agree Disagree Strongly disagree 95.9% 4.1% Q11. Do you recommend this class about the Learning Patterns to the freshmen coming next year? Yes No 14.8% 36.9% 34.9% 13.4% Q12. Have you ever talked about the way of learning with friends, teachers, family and so on, before this workshop? Very often Sometimes Not very often Never
  • 49. Limitation of the Results Presented in this Paper and Future Work • The results presented in this paper show subjective responses to the workshop experience. • The responses were collected with their names, so they might be more or less biased. • In order to confirm the effectiveness of the dialogue with a pattern language, a wider study with experimental and control groups is necessary.
  • 50. Peer Learning by Sharing Experiences with a Pattern Language
  • 51. Dialogue Workshop with the Learning Patterns (University of North Carolina at Asheville, USA) Let’s Try Dialogue Workshop in Your Community!
  • 52. Dialogue Workshop with the Collaboration Patterns Republic of the CongoUniversity of Oregon, Portland he is ow m ve ok. ow at n’s at es rn he at th ou ad on cy nd in nd ve ng es ns ks ex Takashi Iba with Iba Laboratory Collaboration Patterns A Pattern Language for Creative Collaboration CreativeShiftIBACollaborationPatterns―APatternLanguageforCreativeCollaborations Junior High School Tokyo
  • 53. Iba Laboratory, Keio University Japan
  • 55. Learning Patterns Dialogue Workshop Quantitative Survey 38.2% 54.2% 6.9% 0.7% Q1. Did you have any findings about the way of learning, when you read the book of the Learning Patterns? Strongly agree Agree Disagree Strongly disagree 2 0 0 0 4 5 11 13 44 52 133 111 91 67 54 48 23 11 15 3 5 3 4 1 0 1 0 2 0 3 2 0 1 0 0 0 0 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Q9. How many people did you talk with in the dialogue workshop? 6.9% 62.3% 29.2% 1.7% Q2. After reading the book, you joined the Dialogue Workshop. When did you get the most findings about the way of learning? When I read the book alone In the Dialogue Workshop I got findings from reading the book, as much as the workshop I did not get any finding from those activities 77.7 38.3 44.4 40.3 29.1 69.5 29.5 57.7 0.0 20.0 40.0 60.0 80.0 100.0 I COULD LEARN ABOUT THE NEW WAYS OF LEARNING. I COULD EXPLAIN CLEARLY ABOUT MY EXPERIENCE OF LEARNING TO OTHER PEOPLE. I COULD UNDERSTAND MORE ABOUT WHAT I HAVE DONE SO FAR, BY EXPLAINING MY EXPERIENCES TO OTHER … I COULD REALIZE THE VALUE OF MY EXPERIENCE OF LEARNING FROM THE COMMENTS FROM THE OTHERS. I COULD REALIZE THAT WE SHOULD LEARN "HOW TO LEARN." I COULD FEEL THE DIVERSITY OF PEOPLE. I COULD SEE MYSELF FROM THE THIRD PERSON'S POINT OF VIEW. I COULD TALK WITH NEW PEOPLE. Q4. If you chose "Strongly agree" or "Agree" in Q3, please answer this question. What was good about this dialogue workshop that we have shared our own learning experiences, using the Learning Patterns? Please check all that apply. A Pattern Language for Creative Learning Peer Learning by Sharing Experience Feedbacks from Workshop Participants Peer Learning via Dialogue with a Pattern Language Takashi Iba - iba@sfc.keio.ac.jp
  • 56. • Takashi Iba, Toko Miyake, Miyuko Naruse and Natsumi Yotsumoto, "Learning Patterns: A Pattern Language for Active Learners", PLoP’09 Proceedings of the 16th Conference on Pattern Language of Programs, 2009 • Takashi Iba and Toko Miyake, “Learning Patterns: A Pattern Language for Creative Learning II,” AsianPLoP '10 Proceedings of the 1st Asian Conference on Pattern Languages of Programs, 2010 • Takashi Iba and Mami Sakamoto, “Learning Patterns III: A Pattern Language for Creative Learning,” PLoP’11 Proceedings of the 18th Conference on Pattern Languages of Programs, 2011 • Takashi Iba & Learning Patterns Project, "The Learning Patterns Book” (Artifacts), International Conference on Collaborative Innovation Networks 2011 (COINs2011), Sep., 2011 • Takashi Iba, Mami Sakamoto, and Toko Miyake, “How to Write Tacit Knowledge as a Pattern Language: Media Design for Spontaneous and Collaborative Communities,” Procedia - Social and Behavioral Sciences, Volume 26, 2011, Pages 46 54, 2011 • Yuta Okazaki, Atsuhiro Takaoka, Yu Okabe, Mami Sakamoto, and Takashi Iba, "Learning Patterns Card Game," Artifacts, International Conference on Collaborative Innovation Networks 2011 (COINs2011), Sep., 2011 • Iba, T. (2014) “Using pattern languages as media for mining, analysing, and visualising experiences,” International Journal of Organisational Design and Engineering: Special Issue on Creative Networks, 2014 Vol. 3, No. 3/4, 2014, pp. 278–301. • Takashi Iba, with Iba Laboratory, Learning Patterns: A Pattern Language for Creative Learning, CreativeShift Lab, 2014Learning Pattern Cards, CreativeShift, 2014 • Learning Pattern Cards, CreativeShift, 2014 A Pattern Language for Creative Learning0.80 011 ac.jp ect patterns
  • 57. • Takashi Iba, “A Pattern Language for Designing Pattern Dialogue Workshops,” the 17th European Conference on Pattern Languages of Programs (EuroPLoP2012), 2012 • Takashi Iba, “Pattern Languages as Media for Creative Dialogue: Functional Analysis of Dialogue Workshops,” in Peter Baumgartner, Richard Sickinger (eds), PURPLSOC: The Workshop 2014, 2015, pp.236-255 • Takashi Iba, Ayaka Yoshikawa, “Understanding the Functions of Pattern Language with Vygotsky’s Psychology: Signs, The Zone of Proximal Development, and Predicate in Inner Speech,” 23rd Conference on Pattern Languages of Programs (PLoP2016), 2016 • Takashi Iba, “Pattern Language 3.0 and Fundamental Behavioral Properties” in Peter Baumgartner, Tina Gruber- Muecke, Richard Sickinger (Eds.), Pursuit of Pattern Languages for Societal Change. Designing Lively Scenarios in Various Fields. Berlin: epubli, 2016, pp.200-233 On Dialogue Workshop with a Pattern Language • Takashi Iba, Eri Shimomukai, Mami Sakamoto, Ko Matsuzuka, and Yosuke Yanao, "Experience Mining and Dialogues with a Pattern Language for Creative Learning," 3rd International Conference on Collaborative Innovation Networks (COINs2011), 2011 • Takashi Iba, Eri Shimomukai, and Mami Sakamoto, "Experience Mining and Dialogues with a Pattern Language for Creative Learning," 2nd Asian Conference on Pattern Languages of Programs (AsianPLoP2011), 2011 • Takashi Iba, Eri Shimomukai, Sumire Nakamura, Taichi Isaku, and Ayano Tamefusa, “Dialogue Workshop using the Learning Patterns,” 19th Conference on Pattern Languages of Programs (PLoP2012), 2012 Dialogue Workshop with the Learning Patterns in International Conferences