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Takashi Iba's Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions" at 19th International Conference on Pattern Languages of Programs (PLoP2012), Tucson Arizona, USA, Oct, 2012. Unabbreviated Edition.
Pattern Language 3.0Writing Pattern Languages for Human ActionsTakashi IbaFaculty of Policy ManagementKeio Universityhttp://twitter.com/taka_ibahttp://creativesystemslab.blogspot.jp/Invited Talk at PLoP2012 (Oct. 19,2012)
Potential Domains of Pattern Languages What are potential domains wherePattern Language can be applied to?
Potential ity of Pattern WritersWhat are the potentiality of people who can write pattern languages?
Pattern Languages Potential ly Save the world What are significant applications ofpattern languages for people on earth?
Takashi Iba 井庭 崇• born in 1974 in Japan• a trans-disciplinary researcher, creator, and writer, explores the nature of creativity and works to build media to nurture it.• an associate professor at the Faculty of Policy Management, Keio University, Japan• Ph.D. in Media and Governance, from Keio University in 2003.• a visiting scholar at the MIT Center for Collective Intelligence, 2009-2010
“Force = Why the problem is hard.” (Bootcamp) May the force be with you.
Takashi Iba, Yoshihisa Fukuhara,Introduction to Complex Systems:The Adventure to the Frontier ofKnowledge, NTT Publishers,in Japanese, 1998National best seller, twenty thousand copies!
Takashi Iba, "A Study on Simulating Economiesand Societies as Evolutionary Complex Systems," Ph.D Thesis for Graduate School of Media and Governance, Keio University, 2003
PlatBox Simulator, a software platform to execute andto analyze the agent-based social simulations.Component Builder, a tool for designing the modelcomponent plugged into PlatBox Simulator.
Model-Driven Development of Agent-Based Social Simulations Model-Driven Development Conceptual Model Simulation Model Component Builder Source Code of Simulation Java Compiler Executable Program of Simulation
Action Parts We define 281 action parts. All actions in social simulation can be described with combining these parts.Memorize/Recall Increase the value of DoubleInformation the Agent hasChange the status of the Agent Reduce the value of DoubleInformation the Agent hasAcquire the status of the Agent Update the value of DoubleInformation the Agent hasRecieve Goods and Information Increase the value of IntegerInformation the Agent hasAcquire the status of other Agent Reduce the value of IntegerInformation the Agent hasAcquire the world status Change the value of IntegerInformation the Agent hasSend Goods and InformationChange the status of other Agent テキスト Check the current status of this Behavior Specify the Type of this BehaviorChange the world status Delete Information the Agent memorizedAcquire the details of Information Assign all memorized Information of the Agent to a MapAcquire the detals of Goods Make the Agent Recall InformationAcquire Set Make the Agent Memorize InformationAcquire the details of Relation Acquire all specified Types of Goods from the AgentCreate new Information Acquire specified quantity of Goods from the AgentCreate new Goods Acquire specified Parent-Type of Goods from the Agent and Assign them to a SetCreate new Set Acquire specified Parent-Type and quantity of Goods from the Agent and Assign them to a SetEdit Information Connect one way Relation between the Agent and othersChange the status of Goods Connect mutual Relation between the Agent and othersControl Set Disconnect mutual Relation between the Agent and othersCalculate Disconnect one way Relation of the AgentOutput Disconnect all specified Types of Relations of the AgentTerminate the Agent Disconnect a specified Parent-Type of Relations of the AgentAdd Behavior to the Agent Close active ChannelDelete Behavior of the Agent Specify the AgentObtain Goods Specify the Type of the Agent....... Check whether the Agent has the specified Type of Goods .........
Model-Driven Development of Agent-Based Social Simulations Model-Driven Development Conceptual Model Simulation Model Component Builder Source Code of Simulation Java Compiler Executable Program of Simulation
Outside of Work Relationship Communication 5.  KProject Patterns Thank You Spirit Positive Chain Deep Dive Deep Dialog Y P Pattern No.19 Naming 2 Context There are so many ideas and concepts. It is get-  T(PLoP2008) 3. EXAMPLES OF PROJECT PATTERNS Since it is diﬃcult to show all of the forty seven patterns, Problem Characteristics of an discuss the complex blurry. Re- ting diﬃcult toidea or ﬁnal output is topics. People under- peating the sentence takes an extra but with adjectives to “round stand the world by naming, time and diﬃcult like, a P only two out of forty seven patterns will be introduced here. One is “Outside of Work”, which is likely to be used at focus on andissue. object”bothers the ﬂuenciesobject. You need some an hard It also cannot specify one of conversa- J tion. idea to make communication comfortable.  Y early stage, and another is “Naming”, which is useful for the middle stage. Force E P • Available time is limited. J Pattern No.2 Outside of Work Context • It is easy to talk about the named thing. When the project is on the early stage and the team members do not know each other. It is almost impossible to understand Let’s call it “oasis” ! • People tend to forget easily. others in a second. Time must be spent to get to know who they really are. This is not especially limited to early stages of the • Having common language drives the communication. What was Juhn’s idea?? project. Solution 3. EXAMPLES OF PROJECT PATTERNS Problem Name it. By naming a new idea or an object, it becomes Since it is diﬃcult to show all of the forty seven patterns, Characteristics of an idea or ﬁnal output is blurry. Re- easier to talk about. It also clariﬁes the characteristics of peating the sentence takes an extra time and diﬃcult to only two out of forty seven patterns will be introduced here. idea and make it easy to compare with other ideas. the One is “Outside of Work”, which is likely to be used atResolutionon an issue. It also bothers the ﬂuencies of conversa- focus tion. early stage, and another is “Naming”, which is useful forCommon language makes the conversation smooth. the middle stage. Notes Force “Let’s talk about John’s time is limited. • Available idea.” Pattern No.2 Outside of Work Problem “What’ s John’s idea?” Members are not able to understand each other’s thoughts and Context feelings yet. Wethe projectbuild and early stage and theunder- members “The idea of aIt is easy to talk about the named thing. • new pattern about projects.” When have not is on the maintained trust, team standing, camaraderieeach empathy, in a team. impossible to understand do not know and other. It is almost “Ok, then let’s name his idea, ‘Oasis’ from now on!” • People tend to forget easily. Force others in a second. Time must be spent to get to know who they the names of the patterns in Project Patterns are good All examples of naming. • Work is not the easiest place to build limited to early stages of the really are. This is not especially the trusting relation- • Having common language drives the communication. project. ships. Related Patterns • People have diﬀerent cultures and perspectives. Solution • Trust and empathy is needed in a team to result issues and Name it. By naming a new idea or an object, it becomes Naming motivate collaboration. easier to talk about. It also clariﬁes the characteristics of Think Again Creative Thinking • Team member’s time is valuable. the idea and make it easy to compare with other ideas. Solution Resolution Leave Record Reflective Meeting Scale Conversion Body Storming By inviting members to parties and spending time together Common language makes the conversation smooth. Creative Workplace Exciting Contacts outside of work, it becomes easier to understand their ideas and Notes personalities. That leads to active communication. Include many “Let’s talk about John’s idea.” diﬀerent types of activities so that no one feels left out if they do Problem 4. ACKNOWLEDGMENTS “What’ s John’s idea?” not want to participate because of cultural diﬀerences.Miyuko Naruse Members are not able to understand each other’s thoughts andMany thanks to everyone who helped us to make and de- Resolution yet. We have not build and maintained trust, under- feelings “The idea of a new pattern about projects.” The team has been motivated and increasedin a team. commu- velop the“Ok, then let’swould like to thank to Antonio Rito patterns. We name his idea, ‘Oasis’ from now on!” standing, camaraderie and empathy, trust andYusuke Takada nication. Force Notes • Work is not the easiest place to build the trusting Silva for All theour “shepherd” and providing many useful are good being names of the patterns in Project Patterns suggestions. We also naming. Start with going to dinner after work. Eating together relaxes relation- examples of would like to thank to those who at- tended the Relatedworkshop of the Pattern Languages of writers’ PatternsYohei Yumura people, which ships. will support them to be open and honest. Related •Patterns People have diﬀerent cultures and perspectives. Programs (PLoP) conferences for giving fuiltful comments and advise.Koji Wakamatsu • Trust and empathy is needed in a team to result issues and motivate collaboration. Outside of Work Naming 5. REFERENCES& Takashi Iba Think Again Creative Thinking Relationship Communication • Team member’s time is valuable. Solution Thank You Spirit Positive Chain  Deep Dive Kanafumi Furuichi and Koji Wakamatsu and Yohei Leave Record Reflective Meeting Scale Conversion Body Storming(PLoP2008) Yumura and Takashi Iba. A Pattern Language in Deep Dialog By inviting members to parties and spending time together Creative Workplace Exciting Contacts outside of work, it becomes easier to understand their ideas and Project Management, IPSJ SIG Technical Reports, Pattern No.19That leads to active communication. Include many personalities. Naming 2007-MPS-64, in Japanese, 2007 Context There areof activities so that no one feels It is out if they  diﬀerent types so many ideas and concepts. left get- do 4. ACKNOWLEDGMENTS Takashi Iba and Yohei Yumura and Koji Wakamatsu
helps the students to work on their research activities. In order to evolve this pattern language, we want many people to use this pattern language, and get the feedbacks. Research Patterns 3. EXAMPLE PATTERNS This paper introduce 2 patterns of Research Patterns: “Hot Team” from Relationship category and “Clear Roadmap” from Motivation category. (PLoP2008) Hot Team Cont This pat for resea Prob You don t. The communication between the team members becomesmoother if this pattern language is shared. Once it becomes Clear Roadmap way. Forceto the common language, you will save extra discussion. You wan We hope that this pattern language for academic research You donhelps the students to work on their research activities. In It’s diﬃcorder to evolve this pattern language, we want many people Big succto use this pattern language, and get the feedbacks. Solut3. EXAMPLE PATTERNS Context Compare This paper introduce 2 patterns of Research Patterns: This pattern is used when you are forming a new project a roadm“Hot Team” from Relationship category and “Clear Roadmap” team. what you rom Motivation category. Problem up with People don’t know each other and don’t feel committed to reach you Context Hot Team This pattern motivates people who have lost their passion the team. Forces Cons You kno for research. You want to build up people’s self esteem and self conﬁ- Working Problem dence. makes yo You don’t feel any passion for research. You’ve lost your You want to create the ”social glue” for your new team. you refoc way. Available time is limited, so complex or long activities should conﬁdenc Forces be avoided. Howev You want to improve self conﬁdence. Funds of the team members are limited, as well. turn in y You don’t have much time for research. feedback It’s diﬃcult for researchers to set a ﬁnal goal of research. Solution like a ver Big success in research needs close strategies. Social bonding will help your team in their road to project time tha success. Make time available for extra-curricular activi- revise pla Solution ties such as bowling, ﬁshing, eating (see also “Brown Bag Context Compare your present situation with your goals. Construct Lunch”), drinking, hiking or other adventures. This will 4. ACThis pattern is used when you are forming a new project a roadmap by back tracking from your goals. Ask yourself help your team members construct tighter relationships by We wateam. what you need to do to meet them. This way you will end providing more common ground, shared experiences and get- tunity to Problem up with a clearer view of you next actions and a plan to ting to know more aspects of their colleagues. is my “sPeople don’t know each other and don’t feel committed to reach your goals. Consequences in the Wthe team. Consequences You will create a “Community of Trust” where people sup- my pape Forces You know where to go, and when you need to be there. port each other. You spend more time together and share kindness Yuji KobayashiYou want to build up people’s self esteem and self conﬁ-dence. Working on your end goals and goals needed to get there makes you revise and review your research. This will help experiences and feelings with your team mates. However, games and activities require extra time if they to impro Mariko YoshidaYou want to create the ”social glue” for your new team.Available time is limited, so complex or long activities should you refocus and provide you with fresh insights. Your self conﬁdence will improve once you know the road ahead. are to be good ways to know each other. Money may also present a problem, as not all people in your team may have 5. RE  C. Al Ayaka Sasakibe avoided. However, you may aim too low or too high or make wrong generous budgets for extra-curricular activities. Watch out PressFunds of the team members are limited, as well. turn in your roadmap. Talk with other people to get their for other diﬀerences in your team, such as cultural diversity  C. Al feedback on your plan. Creating your roadmap may seem - for example, in some cultures drinking alcohol is barred. Solution Takashi Iba & Unive like a very short activity, but working on it may take more Competitive games and competitive activities may gener-Social bonding will help your team in their road to project time than you expect. Resist the temptation to constantly ate tensions in the team, so try to steer away from overly (PLoP2008)success. Make time available for extra-curricular activi-ties such as bowling, ﬁshing, eating (see also “Brown Bag revise plans and never do any research! competitive games.Lunch”), drinking, hiking or other adventures. This will 4. ACKNOWLEDGMENTShelp your team members construct tighter relationships by We want to thank many people for giving me the oppor-
Learning Patterns 21. Hidden Connections 20. A Bird’s- & Bug’s-Eye View 22. Frontier Finder 23. Creative Switch 19. Multi-Camera Shooting 24. Fruit Farming(PLoP2009, AsianPLoP2010) 18. Field Diving 17. Prototyping 25. Initial Draft Only Halfway 26. Attractive Expression 16. Thinking in Action 27. Acceleration to Next 15. Chain of Excitement! 2. Creative Project 28. Community of Learning 14. Triangle Scaling 29. Good Rivals 13. Tornade of Learning 30. Consequential Encounter 0. Design Your Learning 1. Making 3. Open-Process 12. Tangible Piles Opportunities Learning 11. Language Shower 31. Firm Determination 10. Embodied Skills 32. Talking Thinker 33. Learning by Teaching 9. Playful Learning 34. Obvious Reason 8. Foreign Language Every Day 35. Right Way 7. Output-Driven Learning 36. Brave Change 6. Eﬀective Asking 37. Explorer’s Passion 5. Learning by Imitation 38. Slef-Producing 4. Jump In 39. Be Extreme! Learning Patterns : A Pattern Language for Creative Learning (ver. 0.80) 0 Design Your Learning 1 Making Opportunities 2 Creative Project No.21 No. 3 Open-Process LearningTakashi Iba 4 5 6 Jump In Learning by Imitation Effective Asking Hidden ConnectionsToko Miyake 7 Output-Driven Learning 8 Foreign Language Every Day 9 Playful Learning An unexpected connection is the very thing that is exciting. 10 Embodied Skills 0.80 11 Language ShowerMiyuko Naruse ver. 12 Tangible Piles You are studying something from typical points of view. 13 Tornado of Learning 14 Triangle Scaling 15 Chain of Excitement!Natsumi Yotsumoto 16 17 18 19 Thinking in Action Prototyping Field Diving Multi-Camera Shooting Unexpected discoveries hardly manifest themselves from a(PLoP2009) It looks good if it is what you are already accustomed to. 20 A Birds- & Bugs-Eye View 21 Hidden Connections 22 Frontier Finder you are applying a new point of view. 23 Creative Switch 24 Fruit Farming the whole due to a drastic increase of connections among them. 25 Initial Draft Only Halfway 26 Attractive Expression 27 Acceleration to NextTakashi Iba 28 Community of Learning Explore hidden connections among things to attain inspiration. 29 Good Rivals 30 Consequential Encounter Find hidden connections among different fields that share the same 31 Firm Determination terms.& Toko Miyake 32 Talking Thinker “Creativity involves breaking out of established patterns in order to look at 33 Learning by Teaching Think about how and why these things are connected. 34 Obvious Reason Make a new category for each connection. patterns 35 Right Way Consider other things that can be connected to the new category. 36 Brave Change A Pattern Language(AsianPLoP2010) 37 Explorers Passion — Andy Warhol 38 39 Self-Producing Be Extreme! Ver. 0.80 September, 2011 for Creative Learning Learning Patterns Project firstname.lastname@example.org
Pedagogical Patterns forCreative Learning(PLoP2011) Generative Participant Moreover, learners become to deeply understand the value of collaboration with others, so to be willing to enjoy creative References Palincsar, A. S., dialogues. tion in reading co Encourage students in thinking, communicating, and chologist, 22 (3 & creating, *** as a participant in the activity rather than a teaching actor. For instance, C. Ichikawa participates into his class entitles “Future Funeral” at the Tokyo Community School based on 4. CONCLU Generative Participant. Since it is quite diﬃcult for children In this paper, we to imagine their future concretely how and what they will be creative learning thirty years later, he ﬁrst shows an example of chronology patterns are inte ? Wow ho w ! good ?? ! of his future. It includes many things such as good, bad, guage, which wi ! ide proud and shame things frankly, and he presented to them, The pattern lang disco a very and inspires the students to make their own chronology. In languages known the halfway of writing, he has students give a presentation sense. Connectin “Water Purifying” for discovering the invisible: When about their chronology to each other, and brush-up their and improve lan meeting with large earthquake, we have no water supply. chronology. In all phases, he tells his ideas, opinions and better education. To get drinkable water is truly authentic matter, stu- questions in order to assist to accelerate the ﬂow of commu- dents desperately investigate to discover invisible mech- nication and reconsider their ideas. anism. You are about to facilitate creative learning in the classroom, 5. ACKNOW after you have designed the curriculum based on Discovery- We would like to Driven Expanding and the mission based on Challenging Mis- an opportunity t sion. Thanks to the accumulation of learning through Discovery- Ryusei Yoshida f Driven Expanding, the learners feel easy to say their ideas and also thank to ou approve other’s ideas. Also, thanks to the series of experi- shop participants ences through Challenging Mission, the learners are ready to cope with the diﬃculty of the mission. 6. REFERE  D. L. G. Anth 1996. In this context  Y. Anzai and doing. Psycho Communication for the collaboration doesn’t always 1979. go smoothly, and often stops and sometimes falls  J. Bergin. Fou into the situation where a very few members control Conference of the ﬂow and others follow it. In such a situation, teach-  J. Dewey. De ers’ direct control of the ﬂow often inhibits creative learning, (1916). and therefore learning through creation does not occur. This  P. F. Duckier problem has been discussed for a long time in the study of Our Changin collaborative learning such as Palincsar et al. (1987). The (1968). most important point of creative learning is successive emer-  T. Iba. An au gence of discoveries. So learners must continue to produce Procedia - So discoveries not by thinking but also by communication. 2(4):6610–662  T. Iba and Le Therefore patterns: A p The Third In Innovation N “Create the Science-Fiction Story” for discovering how Consider you as a participant in the activity rather  C. Ichikawa. T to discover: Some constraints ( Science Fiction, positive than a teaching actor, who contributes to produce Inquire]. Auth ending, character’s personality ) that were given to stu-Takashi Iba some of discoveries in the creation and also encour-  M. Resnick. S dents drove them to think creatively and discuss lively. age your partners (learners) to think and commu- society. Learn This Challenging Mission convinced them how to dis- nicate. More concretely, tell your ideas, opinions such as December Jan cover their own discovery. “Oh! That’s a nice idea!” and questions such as “Do youChikara Ichikawa References International Baccalaureate Organization, IB learner proﬁle mean ...?”, which assist to accelerate the ﬂow of commu- nication and reconsider their ideas. It does not mean the control of the ﬂow from outside. Rather, it is the inﬂuence Generative Participant to “Future Funeral”: The settingMami Sakamoto booklet, 2008 from inside. of not just imagine 30 years later but assume to meet at the “future funeral” of their elementary teacher makes Consequently students feel authentic. Both a teacher and studentsTomohito Yamazaki have no exact answer, they are doing the creative dia- logue in order to forecast the future. A teacher partic- Learners can keep concentration into the creation and feel ipate the discussion not only to facilitate students but the progress, and therefore they learn through the creation. also to present teacher’s view straightly.(PLoP2011)