Experience Mining and Dialogues with a Pattern Language for Creative Learning

COINs2011 Workshop

Experience Mining and Dialogues
with a Pattern Language for Creative Learning

Takashi Iba
with
Mami Sakamoto, Eri Shimomukai,
Ko Matsuzuka, & Yosuke Yanao
Faculty of Policy Management, Keio University

COINs2011 Workshop


Talking about your experiences of learning

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Takashi Iba
Associate Professor, Faculty of Policy Management, Keio University, Japan
Ph.D. in Media and Governance

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

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

Other Interests & Activities
- social systems theory (complex systems, autopoiesis)
- learning & education
- network analysis
- multi-agent simulation
- chaos & generative art
- photograph & films iba@sfc.keio.ac.jp

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

Eri Shimomukai
Iba Lab., Faculty of Policy Management, Keio University

Ko Matsuzuka

Yosuke Yanao


Understanding what a pattern language is like.

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

Becoming future facilitators of this type of *
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COINs2011 Workshop

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Dialogue Session

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The Learning Patterns, a pattern language about creative learning

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

design knowledge = the knowledge of problem finding and
problem solving

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

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

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

Christopher Alexander

Design = Problem Finding + Problem Solving

Context
Problem Finding
design Problem
Problem Solving
Solution

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

The ultimate object of design is form.

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

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

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

C. Alexander, Notes on the Synthesis of Form,
http://
Harvard University Press, 1964 stephania32.wordpress.com/

Context
Problem Finding
Problem
design Problem Solving
Solution

“design knowledge”

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

http://stephania32.wordpress.com/

Christopher Alexander

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

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

http://commons.wikimedia.org/wiki/ http://commons.wikimedia.org/wiki/
File:Kent_Beck_no_Workshop_Mappin File:Ward_Cunningham_at_Wikim
g_XP.jpg ania_2006.jpg

Kent Beck Ward Cunningham

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

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

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

GoF
(Gang of Four)

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

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

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Pattern Name is the attractive and memorable words that Context is the condition for applying the pattern. Problem
can be used as vocabulary for thinking and communication describes a difficulty that often occurred in the context
concerning the way of learning. Introductory Sentences but is not easy to overcome. Forces are unavoidable laws
and Illustration are introductory parts that impress the that make the problem hard to solve. Solution describes
meaning of this pattern lively. Quotations rephrase the the way to solve the problem, which is written in an
essence of this pattern with notable sayings. abstract way. Actions offer concrete approaches to put the
solution into practice.

your own learning.


Making a list of the learning patterns

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No. 0

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

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

▼ In this context

It is not easy to learn how to learn.

▼ Therefore

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

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No. 1

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

You are ready to learn, perhaps having some
expectations.

▼ In this context

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

▼ Therefore

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

No. 2

Creative Project
Learn through actively creating,
rather than through rote memorization.

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

▼ In this context

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

▼ Therefore

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

No. 3

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

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

▼ In this context

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

▼ Therefore

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

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No. 4

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

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

▼ In this context

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

▼ Therefore

Jump in the community for your learning.

No. 5

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

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

▼ In this context

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

▼ Therefore

Begin with imitating the ways of the master to
learn.

No. 6

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

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

▼ In this context

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

▼ Therefore

Clarify where you got stuck and then seek
advice.

No. 7

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

You are working on acquiring new knowledge and
skills.

▼ In this context

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

▼ Therefore

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

No. 8

Foreign Language Every Day
Use a foreign language on a daily basis
related to your life and interests.

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

▼ In this context

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

▼ Therefore

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

No. 9

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

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You find yourself bored by the process of learning.
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▼ In this context

Learning as a duty is ineffective and painful.

▼ Therefore

Take “play” into the process of learning.

No.10

Embodied Skills
Continue practicing until you acquire the
desired skills.

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started to learn.

▼ In this context

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

▼ Therefore

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

No.11

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

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

▼ In this context

To master languages is tough.

▼ Therefore

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

No.12

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

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

▼ In this context

It is not easy to keep yourself motivated to learn.

▼ Therefore

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

No.13

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

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

▼ In this context

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

▼ Therefore

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

No.14

Triangle Scaling
Broaden the hole if you want to dig deeper.

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

▼ In this context

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

▼ Therefore

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

No.15

Chain of Excitement
Excitement comes to people who crave
excitement.

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

▼ In this context

How can we become more active in explorations
and studies?

▼ Therefore

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

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No.16

Thinking in Action
Creating prototypes or diving into fields
deepens your thinking.

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

▼ In this context
It is difﬁcult to get out of the situation where you
have become
stuck.
▼ Therefore

Deepen your thought process by making
prototypes and doing ﬁeldwork.

No.17

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

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

▼ In this context

You cannot clarify an image of what you will
create.

▼ Therefore

Make some prototypes and consider how to
make it better.

No.18

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

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

▼ In this context

You cannot touch upon reality only by referring to
documents.

▼ Therefore

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

No.19

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

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

▼ In this context

It is difficult to deepen your understanding more
and more.

▼ Therefore

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

No.20

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

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

▼ In this context

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

▼ Therefore

Take turns viewing the whole and then the
detailed points.

No.21

Hidden Connections
An unexpected connection is the very thing
that is exciting.

You are studying something from typical points
of view.

▼ In this context

Unexpected discoveries hardly manifest
themselves from a conventional classiﬁcation.

▼ Therefore

Explore hidden connections among things to
attain inspiration.

No.22

Frontier Finder
You cannot venture on a new journey
without knowing where the frontiers are.

You’ve started to engage in your exploration.

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

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

No.23

Creative Switch
Both logic and intuition are necessary for
creative thinking.

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

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

Switch between two modes of logical and
intuitive thinking.

No.24

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

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

▼ In this context

It is difficult to grow a big result at once.

▼ Therefore

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

No.25

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

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

▼ In this context

Initial draft is not suitable to be read by others.

▼ Therefore

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

No.26

Attractive Expression
The way of expression is the message.

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

▼ In this context

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

▼ Therefore

Find better ways of expression for attracting
others.

No.27

Acceleration to Next
Just before your goal, set the next goal
and hit the accelerator again.

You are almost achieving your goal.

▼ In this context

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

▼ Therefore

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

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No.28

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 hard to
explore alone.

▼ Therefore

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

No.29

Good Rivals
Find good rivals, and inspire each other.

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

▼ In this context

It is difficult to keep making an effort alone.

▼ Therefore

Make good rivals and inspire each other.

No.30

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

You want fellows to share and discuss the topics
related to what you are
interested in.
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▼ In this context

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

▼ Therefore

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

No.31

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

You are just starting to a challenging activity.

▼ In this context

It is too easy to give up on challenging activities.

▼ Therefore

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

No.32

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

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

▼ In this context

Thinking alone often brings you to a dead end.

▼ Therefore

Explain what you think to improve your idea.

No.33

Learning by Teaching
You can learn many things from teaching
as well as being taught.

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

▼ In this context

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

▼ Therefore

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

No.34

Obvious Reason
Never forget to ask “why?”

You’ve dedicated yourself to a certain activity.

▼ In this context

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

▼ Therefore

Confirm the meanings of your assumptions by
questioning yourself again.

No.35

Right Way
Does your current approach really lead
to your goal?

You are working on your activity in a certain way.

▼ In this context

The wrong way will lead you away from your
goal.

▼ Therefore

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

No.36

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

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

▼ In this context

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

▼ Therefore

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

No.37

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

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

▼ In this context

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

▼ Therefore

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

No.38

Self-Producing
Become your own producer.

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

▼ In this context

It is difficult to design your career despite your
attempts.

▼ Therefore

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

No.39

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

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

▼ In this context

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

▼ Therefore

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

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G">0,:D*#)+*%@A110,'-
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Just 5 check marks on the
D1##"',0/%13%()*+','- L,??)'%D1'')40,1'7

N11?%O,5*>7
D1'7)P")'0,*>%2'41"'0)+ <+1'0,)+%<,'?)+

patterns that you want to
D+)*0,5)%@B,04A

<,+#%;)0)+#,'*0,1' <+",0%<*+#,'-

C*>8,'-%CA,'8)+
&',0,*>%;+*30%9'>/%L*>3B*/

gain in the near future.
()*+','-%./%C)*4A,'-
600+*40,5)%2E$+)77,1'

9.5,1"7%O)*71' 644)>)+*0,1'%01%M)E0

O,-A0%Q*/
H+*5)%DA*'-)

2E$>1+)+I7%=*77,1' !"#$%&'()*+',"-+&$&%

on a white sheet
@)>3:=+1?"4,'-
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!"#$%%&'(")$(*+$*&
,-'".'&$%/0&")&$'(/(* 1$%%&'(2

Write the all information
Make a copy (by hand) again on a yellow sheet.

!"#$%&$'($)*&'&'+),'-).&,/0+1$2 !"#$%&$'($)*&'&'+),'-).&,/0+1$2
30%4250#)65$$7
1'$.2*%,22%&,))*$(3%)0,)%4"#%0,5*%*6&*$'*(.*+7%,(+%%&#)%,%%.0*./
Ken
!"#$%&$'()*+%(,-*%"$%('./(,-*%0*$*
30%4250#)65$$7
1'$.2*%,22%&,))*$(3%)0,)%4"#%0,5*%*6&*$'*(.*+7%,(+%%&#)%,%%.0*./
Ken
!"#$%&$'()*+%(,-*%"$%('./(,-*%0*$*
-,$/%"(%8#3)%9%&,))*$(3%)0,)%4"#%%:,()%)"%+"%'(%)0*%(*,$%;#)#$*< -,$/%"(%8#3)%9%&,))*$(3%)0,)%4"#%%:,()%)"%+"%'(%)0*%(*,$%;#)#$*<

TS%G*8,'-%9$$1+0"',0,)7 TS%G*8,'-%9$$1+0"',0,)7
!"#$%&' !"#$%&'
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233)40,5)%678,'- 233)40,5)%678,'-

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

2#.1?,)?%@8,>>7 2#.1?,)?%@8,>>7
(*'-"*-)%@A1B)+ (*'-"*-)%@A1B)+
C*'-,.>)%=,>)7 C*'-,.>)%=,>)7
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C+,*'->)%@4*>,'- CA,'8,'-%,'%640,1' C+,*'->)%@4*>,'- CA,'8,'-%,'%640,1'
DA*,'%13%2E4,0)#)'0F% =+1010/$,'- DA*,'%13%2E4,0)#)'0F% =+1010/$,'-
<,)>?%;,5,'- <,)>?%;,5,'-

G">0,:D*#)+*%@A110,'- G">0,:D*#)+*%@A110,'-
RS%9$)':=+14)77%()*+','- 6%H,+?I7:%J%H"-I7:2/)%K,)B
RS%9$)':=+14)77%()*+','- 6%H,+?I7:%J%H"-I7:2/)%K,)B
D1##"',0/%13%()*+','- L,??)'%D1'')40,1'7 L,??)'%D1'')40,1'7
D1##"',0/%13%()*+','-
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D1'7)P")'0,*>%2'41"'0)+
D+)*0,5)%@B,04A D+)*0,5)%@B,04A
<,+#%;)0)+#,'*0,1' <+",0%<*+#,'- <+",0%<*+#,'-
<,+#%;)0)+#,'*0,1'
C*>8,'-%CA,'8)+ C*>8,'-%CA,'8)+
()*+','-%./%C)*4A,'- &',0,*>%;+*30%9'>/%L*>3B*/ &',0,*>%;+*30%9'>/%L*>3B*/
()*+','-%./%C)*4A,'-
600+*40,5)%2E$+)77,1' 600+*40,5)%2E$+)77,1'
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9.5,1"7%O)*71'
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2E$>1+)+I7%=*77,1' !"#$%&'()*+',"-+&$&% 2E$>1+)+I7%=*77,1' !"#$%&'()*+',"-+&$&%
@)>3:=+1?"4,'- @)>3:=+1?"4,'-
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!"#$%%&'(")$(*+$*&
,-'".'&$%/0&")&$'(/(* 1$%%&'(2 !"#$%%&'(")$(*+$*&
,-'".'&$%/0&")&$'(/(* 1$%%&'(2

Then, give us your copy (yellow sheet)

after this Introductory Session

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

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

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

6'7)$(#/)%&#)-)%*%)$7#%&'#/*0(#"3#
%&'#-*(%'15
233)40,5)%678,'-
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!"#$%&' 71'*%#)-.1";'-'$%(#)$#(<)44#
=';'4".-'$%5

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

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(8
!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(5

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

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

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

We’ll use these sheet and cards in next session

The list of patterns that 5 patterns that you want
you have experienced. to gain in the near future.

!"#$%&$'($)*&'&'+),'-).&,/0+1$2
30%4250#)65$$7
1'$.2*%,22%&,))*$(3%)0,)%4"#%0,5*%*6&*$'*(.*+7%,(+%%&#)%,%%.0*./
Ken
!"#$%&$'()*+%(,-*%"$%('./(,-*%0*$*
-,$/%"(%8#3)%9%&,))*$(3%)0,)%4"#%%:,()%)"%+"%'(%)0*%(*,$%;#)#$*<

TS%G*8,'-%9$$1+0"',0,)7
9"0$"0:;+,5)'%()*+','-
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>1'*%)$7#",%.,%#%'*2&'(#0",#/&*%#$''=(#
%"#:'#)$.,%5
233)40,5)%678,'- !"#$"%#&'()%*%'#%"#+,-.#)$#/)%&#0",1#
()*+','-%./%&#,0*0,1' 2"--,$)%0#3"1#4'*1$'1(5

9"0$"0:;+,5)'%()*+','-
<1+),-'%(*'-"*-)%25)+/%;*/
6'7)$(#/)%&#)-)%*%)$7#%&'#/*0(#"3# 233)40,5)%678,'-
%&'#-*(%'15
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!"#$%&' 71'*%#)-.1";'-'$%(#)$#(<)44#
=';'4".-'$%5
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(*'-"*-)%@A1B)+ 2"--,$)%0#3"1#4'*1$'1(5

C*'-,.>)%=,>)7

US%D+)*0,5)%=+1V)40
C1+'*?1%13%()*+','-
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DA*,'%13%2E4,0)#)'0F% =+1010/$,'-
<,)>?%;,5,'-

G">0,:D*#)+*%@A110,'-
RS%9$)':=+14)77%()*+','- 6%H,+?I7:%J%H"-I7:2/)%K,)B
L,??)'%D1'')40,1'7 !"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(8
D1##"',0/%13%()*+','-
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D1'7)P")'0,*>%2'41"'0)+ <+1'0,)+%<,'?)+
D+)*0,5)%@B,04A
!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(6
<,+#%;)0)+#,'*0,1' <+",0%<*+#,'-

C*>8,'-%CA,'8)+ !"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(7
()*+','-%./%C)*4A,'- &',0,*>%;+*30%9'>/%L*>3B*/
600+*40,5)%2E$+)77,1' !"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(5
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2E$>1+)+I7%=*77,1' !"#$%&'()*+',"-+&$&%
@)>3:=+1?"4,'-
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Look for the person who has experienced ()*+','-%./%&#,0*0,1'
9"0$"0:;+,5)'%()*+','-
%"#:'#)$.,%5
!"#$%&'
>1'*%)$7#",%.,%#%'*2&'(#0",#/&*%#$''=(#

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

the learning patterns you want to gain. Listen
6'7)$(#/)%&#)-)%*%)$7#%&'#/*0(#"3#
%&'#-*(%'15
233)40,5)%678,'-
8&'#1)7&%#9,'(%)"$(#/)44#:1)$7#*:",%#
!"#$%&' 71'*%#)-.1";'-'$%(#)$#(<)44#
=';'4".-'$%5

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

to their experience of the learning, and write !"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(8

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(6
!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(5

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

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

!"#$%&$'($)*&'&'+),'-).&,/0+1$2
30%4250#)65$$7 Ken
1'$.2*%,22%&,))*$(3%)0,)%4"#%0,5*%*6&*$'*(.*+7%,(+%%&#)%,%%.0*./
!"#$%&$'()*+%(,-*%"$%('./(,-*%0*$*
-,$/%"(%8#3)%9%&,))*$(3%)0,)%4"#%%:,()%)"%+"%'(%)0*%(*,$%;#)#$*<

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

Tell your experience of learning, if you meet
!"#$%&'
()*+','-%./%&#,0*0,1'
233)40,5)%678,'-

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

2#.1?,)?%@8,>>7
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US%D+)*0,5)%=+1V)40

the people who want to gain the learning
C1+'*?1%13%()*+','-
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DA*,'%13%2E4,0)#)'0F% =+1010/$,'-
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G">0,:D*#)+*%@A110,'-
RS%9$)':=+14)77%()*+','- 6%H,+?I7:%J%H"-I7:2/)%K,)B

D1##"',0/%13%()*+','- L,??)'%D1'')40,1'7

N11?%O,5*>7
D1'7)P")'0,*>%2'41"'0)+ <+1'0,)+%<,'?)+
D+)*0,5)%@B,04A

<,+#%;)0)+#,'*0,1' <+",0%<*+#,'-

patterns you have experienced.
C*>8,'-%CA,'8)+
()*+','-%./%C)*4A,'- &',0,*>%;+*30%9'>/%L*>3B*/
600+*40,5)%2E$+)77,1'

9.5,1"7%O)*71' 644)>)+*0,1'%01%M)E0

O,-A0%Q*/
H+*5)%DA*'-)

2E$>1+)+I7%=*77,1' !"#$%&'()*+',"-+&$&%
@)>3:=+1?"4,'-
H)%2E0+)#)F .$/0
!"#$%%&'(")$(*+$*&
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Get 5 cards of learning patterns 9"0$"0:;+,5)'%()*+','-
!"#$%&'
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that you want to gain in the near
!"#$"%#&'()%*%'#%"#+,-.#)$#/)%&#0",1#
()*+','-%./%&#,0*0,1' 2"--,$)%0#3"1#4'*1$'1(5

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

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

!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(6
!"#$%&%'()#**"$%+(((,-$.+/-0(1#$2 3-4(7

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

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

Dialogue Session
Workshop@COINs2011

Write declarations for your future learning.

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

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

And put them on your desk
or hang them on the wall in your room

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

•How many participants have experience of each pattern?
•How many patterns have been experienced for each participant?
•Co-occurrence network of patterns
•Co-occurrence network of participants

•How many participants have experience of each pattern?
!" #" $" %" &" '" (" )" *" +" #!" ##" #$" #%" #&" #'" #(" #)"

,-./"01"
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=>3?;@3"ABC617"
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O41768I3"H6I3B"
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Triangle
Scaling Hidden
Connections

Co-occurrence network of patterns Field
Diving

@COINs2011 Workshop Creative
Learning
by
Switch Imitation
Prototyping

Acceleration
to Next Playful
Firm Learning
Language Frontier
Determination
Shower Finder

Obvious
Initial Reason
Draft
Foreign Only Effective
Language Halfway Asking
Every Right
Day Talking Way Good
Thinker Rivals

Fruit Tornado
Farming of Multi Camera
Embodied
Learning Be Shooting
Thinking
Skills
Extreme! in
Attractive Action Output Driven
Expression Learning

Brave
Change Learning
by Explorer’s
A Teaching Passion
Bird’s
& Tangible
Bug’s Eye
Self Producing Piles
View Consequential
Encounter
Jump In

Chain
of
Excitement!

Community
of
Learning

Co-occurrence network of participants
@COINs2011 Workshop
Maria
Julia

Joanna
Lyisoureutoy Sibashicu
Melina Chris
Miller

Allycia
No Yang Jones
Takis
name 1

Catherine
Walthard
Olav
Karsten
Jansen Thomas Peter
Fundnerder Gloor
Misali
Salasez
Robin
Ricjardson Matthaus Ralf
Zylka

Jermain
Kaminski

Becoming future facilitators of this type of

*
-%
/%.
+ 0%%!
.
**
+

+
"!'
!"#$ ,
%&'(
)

Learning Patterns Project
2008 2009@Keio SFC


Oct.1,2008

Oct.8,2008

Oct.15,2008

Oct.29,2008

Nov.5,2008

Nov.7,2008

Nov.12,2008

Nov.26,2008

Dec.3,2008

Dec.12,2008

Dec.17,2008

Dec 21,2008


Jan.7,2009

Jan.14,2008

Jan.21,2008


Writing Process of the pattern “Learning by Teaching”

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

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

The original Japanese edition of the Learning Patterns

E-mail to me ( iba@sfc.keio.ac.jp ) if you like to
facilitate the workshop in you community.
I’ll send all documents and tools to you!

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

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Patterns Exp Analyzer: Data Inputter

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generating tsv ﬁle
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Patterns Exp Analyzer: Data Composer

tsv files about
patterns exp.
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csv files for graph
reprensentation

tsv files for
network
visualization
Maria
Julia

Joanna
Lyisoureutoy Sibashicu
Melina Chris
Miller

Allycia
No Yang Jones
Takis
name 1

Catherine
Walthard
Olav
Karsten
Jansen Thomas Peter
Fundnerder Gloor
Misali
Salasez
Robin
Ricjardson Matthaus Ralf
Zylka

Jermain
Kaminski

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



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The Learning Patterns, a pattern language about creative learning.
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your own learning.

Becoming future facilitators of this type of *
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Interactive Session @ COINs2011
“Pattern Language 3.0: Methodological Advances in Sharing
Design Knowledge”(Takashi Iba)

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

Paper Session @ COINs2011
“Editorial Collaboration Networks of Wikipedia Articles
in Various Languages” (Takashi Iba, Ko Matsuzuka, &
Daiki Muramatsu)

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

since 2008 -
Members [Original Japanese Edition, 2008-2009]
Takashi Iba
Toko Miyake
Kazeto Shimonishi
Tsuyoshi Kato
Yuji Kobayashi
Natsumi Yotsumoto
Mariko Hanabusa
Mayu Iida
Mami Sakamoto

Members [English Edition, 2009-2011]
Takashi Iba
Mami Sakamoto
Natsumi Yotsumoto
Takumi Shimizu
Bui Hong Ha
Tsuyoshi Kato
Noriko Chujo
Yuki Kitayama
Shunsuke Fujii
Yuriko Nagata
Yusuke Kono
Toko Miyake
Miyuko Naruse

Experience Mining and Dialogues with a Pattern Language for Creative Learning

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