Experience Mining and Dialogues with a Pattern Language for Creative Learning

COINs2011 WorkshopExperience Mining and Dialogueswith a Pattern Language for Creative LearningTakashi Iba withMami Sakamoto, Eri Shimomukai,Ko Matsuzuka, & Yosuke YanaoFaculty of Policy Management, Keio University

COINs2011 WorkshopExperience Mining and Dialogueswith a Pattern Language for Creative Learning Talking about your experiences of learning

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Takashi IbaAssociate Professor, Faculty of Policy Management, Keio University, JapanPh.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 SakamotoIba Lab., Faculty of Environment and Information Studies, Keio UniversityEri ShimomukaiIba Lab., Faculty of Policy Management, Keio UniversityKo MatsuzukaIba Lab., Faculty of Policy Management, Keio UniversityYosuke YanaoIba Lab., Faculty of Policy Management, Keio University

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COINs2011 WorkshopExperience Mining and Dialogueswith a Pattern Language for Creative Learning Introductory Session here at terrace Dialogue Session Reflection Session here

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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 Findingdesign 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 fitnessbetween 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 contextand inventing a form to fit it are reallytwo 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”!"#7!"# !"#$%& $"%&"%()*+,)%"%-./0%+&%1+(%2".3%4"//.&+2%5"3%6),3&)3*# 8".%(,9)%,63),:2%5".&:%()%4,&:+:,)%4"//.&+2%"5%6),3&)3*%3)6,):%"%2".3% +&)3)**# ()"%*+,%-./00%1)"2.3"0%45,.5,+%.5,%6)##"/.7%/-%+,*007%-"/.*20,%3)+% 7)"8 pattern language designer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

The method of pattern languages was originally proposedin 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 intosoftware 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 famousin 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 appliedinto new areas of design in a broad sense.

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

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Experience Mining and Dialogueswith a Pattern Language for Creative Learning Look for the person who has experienced !"#$%&%()#**"$%+(,((-()#**"$%(!#%.#"(/0$(1$"#*&2"(!"#$%&%(32"$4(54657 5 E"+&%(F0.$(!"#$%&% ? G#C&%(H::0$*.%&*&"+ > 1$"#*&2"()$0D"B* ^ H:"%I)$0B"++(!"#$%&% _ J.;:(K% ` !"#$%&%(<L(K;&*#*&0% the learning patterns you want to gain. Listen a M//"B*&2"(-+C&% b H.*:.*IE$&2"%(!"#$%&% 6 N0$"&%(!#%.#"(M2"$L(E#L c )@#L/.@(!"#$%&% ?5 M;<0O&"O(9C&@@+ 5465 ?? !#%.#"(9P0Q"$ 2"$4( ?> R#%&<@"()&@"+ ?^ R0$%#O0(0/(!"#$%&% ?_ R$&#%@"(9B#@&% ?` 1P#&%(0/(MSB&*";"%*T( to their experience of the learning. ?a RP&%C&%(&%(-B*&0% !"#$%&$($)*&&+),-).&,/0+1$2 Ken ?b )$0*0*L:&% ?6 N&"@O(E&2&% 30%4250#)65$$7 ?c G.@*&I1#;"$#(9P00*&% 1$.2*%,22%&,))*$(3%)0,)%4"#%0,5*%*6&*$*(.*+7%,(+%%&#)%,%%.0*./ >5 -(U&$OV+I(W(U.V+IML"(8&"Q !"#$%&$()*+%(,-*%"$%(./(,-*%0*$* -,$/%"(%8#3)%9%&,))*$(3%)0,)%4"#%%:,()%)"%+"%(%)0*%(*,$%;#)#$*< >? X&OO"%(10%%"B*&0%+ >> N$0%*&"$(N&%O"$ >^ 1$"#*&2"(9Q&*BP >_ N$.&*(N#$;&% TS%G*8,-%9$$1+0",0,)7 >` K%&*&#@(E$#/*(H%@L(X#@/Q#L >a -**$#B*&2"(MS:$"++&0% !"#$%& >b -BB"@"$#*&0%(*0(Y"S* ()*+,-%./%&#,0*0,1 233)40,5)%678,- >6 10;;.%&*L(0/(!"#$%&% >c Z00O([&2#@+ ^5 10%+"."%*&#@(M%B0.%*"$ 9"0$"0:;+,5)%()*+,- ^? N&$;(E"*"$;&%#*&0% <1+),-%(*-"*-)%25)+/%;*/ ^> R#@C&%(RP&%C"$ =>*/3">%()*+,- ^^ !"#$%&%(<L(R"#BP&% Tell your experience of learning, if you meet ^_ H<2&0.+(["#+0% 1$%%&(2 2#.1?,)?%@8,>>7 ^` [&P*(]#L (*-"*-)%@A1B)+ ^a ^b U$#2"(1P#%" MS:@0$"$V+()#++&0% !"#$%%&(")$(*+$*& C*-,.>)%=,>)7 ^6 ^c 9"@/I)$0O.B&% U"(MS*$";"T 8"$4(5465 9":*";<"$=(>5?? ,-".&$%/0&")&$(/(* C1+*?1%13%()*+,- US%D+)*0,5)%=+1V)40 !"#$%&%()#**"$%+()$0D"B* C+,*->)%@4*>,- CA,8,-%,%640,1 @"#$%&%:#**"$%+A+/B4C"&04#B4D: DA*,%13%2E4,0)#)0F% =+1010/$,- <,)>?%;,5,- the people who want to gain the learning G">0,:D*#)+*%@A110,- RS%9$):=+14)77%()*+,- 6%H,+?I7:%J%H"-I7:2/)%K,)B D1##",0/%13%()*+,- L,??)%D1)40,17 N11?%O,5*>7 D17)P")0,*>%241"0)+ <+10,)+%<,?)+ D+)*0,5)%@B,04A <,+#%;)0)+#,*0,1 <+",0%<*+#,- C*>8,-%CA,8)+ ()*+,-%./%C)*4A,- &,0,*>%;+*30%9>/%L*>3B*/ patterns you have experienced. 600+*40,5)%2E$+)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 !"#$%%&(")$(*+$*& ,-".&$%/0&")&$(/(* 1$%%&(2

Reﬂecting on you own learningWrite your name or nickname !"#$%&$($)*&&+),-).&,/0+1$2 30%4250#)65$$7 Ken(printed name, please) 1$.2*%,22%&,))*$(3%)0,)%4"#%0,5*%*6&*$*(.*+7%,(+%%&#)%,%%.0*./ -,$/%"(%8#3)%9%&,))*$(3%)0,)%4"#%%:,()%)"%+"%(%)0*%(*,$%;#)#$*< !"#$%&$()*+%(,-*%"$%(./(,-*%0*$* TS%G*8,-%9$$1+0",0,)7 !"#$%& ()*+,-%./%&#,0*0,1 233)40,5)%678,- 9"0$"0:;+,5)%()*+,-Circle all patterns that you <1+),-%(*-"*-)%25)+/%;*/ =>*/3">%()*+,- 2#.1?,)?%@8,>>7have experienced. (*-"*-)%@A1B)+ C*-,.>)%=,>)7 US%D+)*0,5)%=+1V)40 C1+*?1%13%()*+,- C+,*->)%@4*>,- CA,8,-%,%640,1 DA*,%13%2E4,0)#)0F% =+1010/$,- <,)>?%;,5,- G">0,:D*#)+*%@A110,- RS%9$):=+14)77%()*+,- 6%H,+?I7:%J%H"-I7:2/)%K,)BAlso, put a check mark on D1##",0/%13%()*+,- L,??)%D1)40,17 N11?%O,5*>7 D17)P")0,*>%241"0)+ <+10,)+%<,?)+just 5 patterns that you want D+)*0,5)%@B,04A <,+#%;)0)+#,*0,1 <+",0%<*+#,- C*>8,-%CA,8)+ &,0,*>%;+*30%9>/%L*>3B*/to 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,- H)%2E0+)#)F .$/0 !"#$%%&(")$(*+$*& ,-".&$%/0&")&$(/(* 1$%%&(2

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G1HP !"#$%&()*+,"-+&$&% S*8,-%9$$1+0",0,)7!"#$%%&(")$(*+$*&,-".&$%/0&")&$(/(* 1$%%&(2 G1HI G1HJ G1HK !"#$%& ()*+,-%./%&#,0*0,1 233)40,5)%678,- G1HL 9"0$"0:;+,5)%()*+,- G1HM <1+),-%(*-"*-)%25)+/%;*/ G1HN =>*/3">%()*+,- G1HOP 2#.1?,)?%@8,>>7 G1HOO (*-"*-)%@A1B)+ G1HOQ C*-,.>)%=,>)7 D+)*0,5)%=+1])40 G1HOR C1+*?1%13%()*+,- G1HOK CA,8,-%,%640,1 G1HOI C+,*->)%@4*>,- G1HOL =+1010/$,-Learning Patterns consist of 40 patterns, and G1HOJ DA*,%13%2E4,0)#)0F% G1HOM <,)>?%;,5,-there are three types of patterns. G1HON S">0,:D*#)+*%@A110,-• First type is the root pattern of this pattern 9$):=+14)77%()*+,- G1HQP 6%T,+?U7:%V%T"-U7:2/)%W,)B G1HQO X,??)%D1)40,17 language. To be concrete, it is Design Your G1HQM D1##",0/%13%()*+,- Learning (No.0). G1HQQ <+10,)+%<,?)+ G1HQN Y11?%Z,5*>7 G1HQR D+)*0,5)%@B,04A• Second type is the category patterns that G1HRP D17)[")0,*>%241"0)+ G1HQI <+",0%<*+#,- emphasize the essence of creative learning G1HRO <,+#%;)0)+#,*0,1 and group detail patterns, which we’ll G1HRQ C*>8,-%CA,8)+ G1HQJ &,0,*>%;+*30%9>/%X*>3B*/ mention next. Making Opportunities (No.1), G1HRR ()*+,-%./%C)*4A,- G1HQK 600+*40,5)%2E$+)77,1 G1HQL 644)>)+*0,1%01%G)E0 Creative Project (No.2), and Open-Process G1HRI 9.5,1"7%Z)*71 Learning (No.3) are category patterns. G1HRJ Z,-A0%*/ G1HRK T+*5)%DA*-)• Third type is detail patterns for providing the practical approach to achieve creative G1HRL 2E$>1+)+U7%=*77,1 learning. 36 patterns are introduced as this G1HRM @)>3:=+1?"4,- type of patterns in this book. G1HRN T)%2E0+)#)F

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

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No. 0Design Your LearningThe Learning Patterns help you improve yourway of learning, and help you build an activecommunity 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. 1Making OpportunitiesOpportunities for learning are created, notsomething 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. 2Creative ProjectLearn through actively creating,rather than through rote memorization. You have started to learn, and maybe you want more excitement. ▼ In this context You are unwilling to learn just by acquiring knowledge and skills. ▼ Therefore Launch your project and carry it out to improve your knowledge and skills.

No. 3Open-Process LearningOpen your learning process to others andthe 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. 4Jump InDo not hesitate to jump in with yourcommunity 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. 5Learning by ImitationBegins 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. 6Effective Asking The right questions will bring about greatimprovements 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. 7Output-Driven LearningCreating output teaches you what needs tobe 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. 8Foreign Language Every DayUse a foreign language on a daily basisrelated to your life and interests. You’ve recognized that you need to read, write, or speak in a foreign language in the near future. ▼ In this context It’s difficult to read, write, and speak in a foreign language without any practice. ▼ Therefore Involve yourself in the situation of reading, writing and speaking in a foreign language in your daily life.

No. 9Playful Learning It is easier to learn something newif you can take pleasure in the results. !"#$%& You find yourself bored by the process of learning. !"#$% &()* ▼ In this context Learning as a duty is ineffective and painful. ▼ Therefore Take “play” into the process of learning.

No.10Embodied SkillsContinue practicing until you acquire thedesired skills. !"# You want to acquire a skill, and maybe you’ve $$$$%" $$&() $ started to learn. ▼ In this context It is not enough to memorize the “how to.” ▼ Therefore Continue practicing a skill again and again until you can use it unconsciously.

No.11Language ShowerSubmerge yourself in the environment whereyou inevitably have exposure to the languageyou 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.12Tangible PilesYour 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.13Tornado of LearningLearn powerfully like the vacuum of atornado, 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.14Triangle ScalingBroaden the hole if you want to dig deeper. You’ve been interested in something, but you have only a shallow understanding of it. ▼ In this context You do not know how to develop your understanding of what you only roughly know. ▼ Therefore Acquire knowledge related to what you want to understand, and you will understand it better.

No.15Chain of ExcitementExcitement comes to people who craveexcitement. 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.16Thinking in ActionCreating prototypes or diving into fieldsdeepens 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.17Prototyping It is not until you make some prototypesthat you figure out what you really want tomake. 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.18Field Diving It’s not until diving into the field that youtouch 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.19Multi-Camera ShootingViewing a subject from different angles isnecessary 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.20A Bird’s- & Bug’s-Eye ViewTake two points of view in turns:look at the whole, and look at the details. You are studying what you want to understand or working on creating an output. ▼ In this context You have trouble improving the quality of an idea or the result that is mediocre. ▼ Therefore Take turns viewing the whole and then the detailed points.

No.21Hidden ConnectionsAn unexpected connection is the very thingthat 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.22Frontier FinderYou cannot venture on a new journeywithout 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.23Creative SwitchBoth logic and intuition are necessary forcreative 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.24Fruit FarmingStart small, nurture its growth,and your activity will bear fruit! You are planning to create an output, but it might be too big vision. ▼ In this context It is difficult to grow a big result at once. ▼ Therefore Do your best to put your idea into shape as a seed, and then nurture it.

No.25Initial Draft Only HalfwayMake an initial draft to clarify yourunderstanding, and then re-write itagain 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.26Attractive ExpressionThe way of expression is the message. You are starting to make your presentation to share your idea or product with others. ▼ In this context Your idea / product seems not to be attractive to others. ▼ Therefore Find better ways of expression for attracting others.

No.27Acceleration to NextJust before your goal, set the next goaland hit the accelerator again. You are almost achieving your goal. ▼ In this context Your motivation is faltering even though the goal is within reach. ▼ Therefore Set the next goal and pass through the current goal without slowing down.

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No.28Community of LearningTwo heads or more are likely better than one. You’ve realized that what you are starting to work on is a challenging problem or activity. ▼ In this context What you want to study is too big and too hard to explore alone. ▼ Therefore Build a community of learning with people who share similar interests.

No.29Good RivalsFind good rivals, and inspire each other. You’ve realized that you need to spend a lot of time for achieving your goal. ▼ In this context It is difficult to keep making an effort alone. ▼ Therefore Make good rivals and inspire each other.

No.30Consequential EncounterYou can find somebody who shares yourinterest to yours in the place you areinterested in. You want fellows to share and discuss the topics related to what you are interested in. !"# $ () %&% )*+ ,-. / ▼ 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.31Firm DeterminationPut your determination into shape. Restrictingdetermination 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.32Talking ThinkerTalk a lot about your idea rather than be asilent “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.33Learning by TeachingYou can learn many things from teachingas well as being taught. You’ve studied a certain topic to some extent so far. ▼ In this context You have no idea how you can improve your superﬁcial understandings. ▼ Therefore Teach others your knowledge while considering their levels, and you can gain an understanding on various levels.

No.34Obvious ReasonNever forget to ask “why?” You’ve dedicated yourself to a certain activity. ▼ In this context You cannot find any obvious reasons for what you are doing. ▼ Therefore Confirm the meanings of your assumptions by questioning yourself again.

No.35Right WayDoes your current approach really leadto 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.36Brave ChangeDiscarding what you have is a startingpoint 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.37Explorer’s PassionIt is difficult to carry out hard explorationswithout 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.38Self-ProducingBecome your own producer. You’ve had a clear goal and started to engage in your activity. ▼ In this context It is difficult to design your career despite your attempts. ▼ Therefore Design a concrete plan to achieve your goal while inventing your future.

No.39Be 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.

Please make sure ...Your printed name or !"#$%&$($)*&&+),-).&,/0+1$2 30%4250#)65$$7 Kennickname on the top right. 1$.2*%,22%&,))*$(3%)0,)%4"#%0,5*%*6&*$*(.*+7%,(+%%&#)%,%%.0*./ -,$/%"(%8#3)%9%&,))*$(3%)0,)%4"#%%:,()%)"%+"%(%)0*%(*,$%;#)#$*< !"#$%&$()*+%(,-*%"$%(./(,-*%0*$* TS%G*8,-%9$$1+0",0,)7 !"#$%& ()*+,-%./%&#,0*0,1 233)40,5)%678,- 9"0$"0:;+,5)%()*+,-Circles on all patterns that <1+),-%(*-"*-)%25)+/%;*/ =>*/3">%()*+,- 2#.1?,)?%@8,>>7you have experienced. (*-"*-)%@A1B)+ C*-,.>)%=,>)7 US%D+)*0,5)%=+1V)40 C1+*?1%13%()*+,- C+,*->)%@4*>,- CA,8,-%,%640,1 DA*,%13%2E4,0)#)0F% =+1010/$,- <,)>?%;,5,- G">0,:D*#)+*%@A110,- RS%9$):=+14)77%()*+,- 6%H,+?I7:%J%H"-I7:2/)%K,)BJust 5 check marks on the D1##",0/%13%()*+,- L,??)%D1)40,17 N11?%O,5*>7 D17)P")0,*>%241"0)+ <+10,)+%<,?)+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,- H)%2E0+)#)F .$/0 !"#$%%&(")$(*+$*& ,-".&$%/0&")&$(/(* 1$%%&(2

Write the all informationMake 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 !"#$%& !"#$%& ()*+,-%./%&#,0*0,1 ()*+,-%./%&#,0*0,1 233)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 US%D+)*0,5)%=+1V)40 US%D+)*0,5)%=+1V)40 C1+*?1%13%()*+,- C1+*?1%13%()*+,- 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)40,17 L,??)%D1)40,17 D1##",0/%13%()*+,- N11?%O,5*>7 N11?%O,5*>7 D17)P")0,*>%241"0)+ <+10,)+%<,?)+ <+10,)+%<,?)+ D17)P")0,*>%241"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 9.5,1"7%O)*71 644)>)+*0,1%01%M)E0 644)>)+*0,1%01%M)E0 9.5,1"7%O)*71 O,-A0%Q*/ O,-A0%Q*/ H+*5)%DA*-) H+*5)%DA*-) 2E$>1+)+I7%=*77,1 !"#$%&()*+,"-+&$&% 2E$>1+)+I7%=*77,1 !"#$%&()*+,"-+&$&% @)>3:=+1?"4,- @)>3:=+1?"4,- H)%2E0+)#)F .$/0 H)%2E0+)#)F .$/0 !"#$%%&(")$(*+$*& ,-".&$%/0&")&$(/(* 1$%%&(2 !"#$%%&(")$(*+$*& ,-".&$%/0&")&$(/(* 1$%%&(2 Then, give us your copy (yellow sheet)

after this Introductory SessionGet 5 cardsGet 5 cards of the patterns thatyou want to gain in the near future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

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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

Experience Mining and Dialogueswith a Pattern Language for Creative Learning 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$1(5 the learning patterns you want to gain. Listen 67)$(#/)%&#)-)%*%)$7#%&#/*0(#"3# %&#-*(%15 233)40,5)%678,- 8&#1)7&%#9,(%)"$(#/)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 (*-"*-)%@A1B)+ C*-,.>)%=,>)7 US%D+)*0,5)%=+1V)40 the people who want to gain the learning C1+*?1%13%()*+,- C+,*->)%@4*>,- CA,8,-%,%640,1 DA*,%13%2E4,0)#)0F% =+1010/$,- <,)>?%;,5,- G">0,:D*#)+*%@A110,- RS%9$):=+14)77%()*+,- 6%H,+?I7:%J%H"-I7:2/)%K,)B D1##",0/%13%()*+,- L,??)%D1)40,17 N11?%O,5*>7 D17)P")0,*>%241"0)+ <+10,)+%<,?)+ 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 .$/0 !"#$%%&(")$(*+$*& ,-".&$%/0&")&$(/(* 1$%%&(2

Get 5 cards of learning patterns 9"0$"0:;+,5)%()*+,- !"#$%& >1*%)$7#",%.,%#%*2&(#0",#/&*%#$=(# %"#:#)$.,%5that you want to gain in the near !"#$"%#&()%*%#%"#+,-.#)$#/)%&#0",1# ()*+,-%./%&#,0*0,1 2"--,$)%0#3"1#4*1$1(5 67)$(#/)%&#)-)%*%)$7#%&#/*0(#"3# 233)40,5)%678,- %&#-*(%15 8&#1)7&%#9,(%)"$(#/)44#:1)$7#*:",%# !"#$%& 71*%#)-.1";-$%(#)$#(<)44# =;4".-$%5future. !"#$"%#&()%*%#%"#+,-.#)$#/)%&#0",1# 2"--,$)%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(5Go to the terrace for thedialogue session of thisworkshop.

Dialogue SessionWorkshop@COINs2011

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

Reflection Time!

Write declarations for your future learning. !"#$%& !"#$"%#&()%*%#%"#+,-.#)$#/)%&#0",1# 2"--,$)%0#3"1#4*1$1(5 !"#$%&%()#**"$%+(((,-$.+/-0(1#$2 3-4(5And put them on your deskor hang them on the wall in your room

Visualizing and Analyzing the experiences,which is mined with using the pattern language•How many participants have experience of each pattern?•How many patterns have been experienced for each participant?•Co-occurrence network of patterns•Co-occurrence network of participants

•How many participants have experience of each pattern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

Triangle Scaling Hidden ConnectionsCo-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 ofworkshop in your community. * -% /%. + 0%%! . ** + + "! !"#$ , %&( )

Learning Patterns Project2008 2009@Keio SFC

Learning Patterns ProjectOct.1,2008Oct.8,2008Oct.15,2008Oct.29,2008

Learning Patterns ProjectNov.5,2008Nov.7,2008Nov.12,2008Nov.26,2008

Learning Patterns ProjectDec.3,2008Dec.12,2008Dec.17,2008Dec 21,2008

Learning Patterns Project Jan.7,2009Jan.14,2008Jan.21,2008

Learning Patterns ProjectWriting 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 andCollaborative Communities” (Takashi Iba, Mami Sakamoto, and Toko Miyake, COINs2010)

Learning Patterns Project

The original Japanese edition of the Learning Patterns

Becoming future facilitators of this type ofworkshop in your community. * -% /%. + 0%%! . ** + + "! !"#$ , %&( )

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 30%4250#)65$$7 1$.2*%,22%&,))*$(3%)0,)%4"#%0,5*%*6&*$*(.*+7%,(+%%&#)%,%%.0*./ Ken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` !"#$%&%(<L(K;&*#*&0% 9"0$"0:;+,5)%()*+,- 8&#1)7&%#9,(%)"$(#/)44#:1)$7#*:",%# !"#$%& a M//"B*&2"(-+C&% <1+),-%(*-"*-)%25)+/%;*/ 71*%#)-.1";-$%(#)$#(<)44# b H.*:.*IE$&2"%(!"#$%&% =>*/3">%()*+,- =;4".-$%5 6 N0$"&%(!#%.#"(M2"$L(E#L c )@#L/.@(!"#$%&% !"#$"%#&()%*%#%"#+,-.#)$#/)%&#0",1#?5 M;<0O&"O(9C&@@+ 2#.1?,)?%@8,>>7 2"--,$)%0#3"1#4*1$1(5 5465?? !#%.#"(9P0Q"$ (*-"*-)%@A1B)+ 2"$4(?> R#%&<@"()&@"+ C*-,.>)%=,>)7?^ R0$%#O0(0/(!"#$%&%?_ R$&#%@"(9B#@&% US%D+)*0,5)%=+1V)40 C1+*?1%13%()*+,-?` 1P#&%(0/(MSB&*";"%*T( C+,*->)%@4*>,- CA,8,-%,%640,1?a RP&%C&%(&%(-B*&0% DA*,%13%2E4,0)#)0F% =+1010/$,-?b )$0*0*L:&% <,)>?%;,5,-?6 N&"@O(E&2&%?c G.@*&I1#;"$#(9P00*&% G">0,:D*#)+*%@A110,->5 -(U&$OV+I(W(U.V+IML"(8&"Q RS%9$):=+14)77%()*+,- 6%H,+?I7:%J%H"-I7:2/)%K,)B>? X&OO"%(10%%"B*&0%+>> N$0%*&"$(N&%O"$ D1##",0/%13%()*+,- L,??)%D1)40,17>^ 1$"#*&2"(9Q&*BP N11?%O,5*>7>_ N$.&*(N#$;&% <+10,)+%<,?)+ D17)P")0,*>%241"0)+>` K%&*&#@(E$#/*(H%@L(X#@/Q#L D+)*0,5)%@B,04A>a -**$#B*&2"(MS:$"++&0% <+",0%<*+#,- !"#$%&%()#**"$%+(((,-$.+/-0(1#$2 3-4(8>b -BB"@"$#*&0%(*0(Y"S* <,+#%;)0)+#,*0,1 C*>8,-%CA,8)+ &,0,*>%;+*30%9>/%L*>3B*/ !"#$%&%()#**"$%+(((,-$.+/-0(1#$2 3-4(5>6 10;;.%&*L(0/(!"#$%&% ()*+,-%./%C)*4A,->c Z00O([&2#@+ 600+*40,5)%2E$+)77,1^5 10%+"."%*&#@(M%B0.%*"$ 644)>)+*0,1%01%M)E0^? N&$;(E"*"$;&%#*&0% 9.5,1"7%O)*71 O,-A0%Q*/ !"#$%&%()#**"$%+(((,-$.+/-0(1#$2 3-4(6^> R#@C&%(RP&%C"$ H+*5)%DA*-)^^ !"#$%&%(<L(R"#BP&% !"#$%&%()#**"$%+(((,-$.+/-0(1#$2 3-4(7^_ H<2&0.+(["#+0% 1$%%&(2^` [&P*(]#L 2E$>1+)+I7%=*77,1 !"#$%&()*+,"-+&$&%^a^b U$#2"(1P#%" MS:@0$"$V+()#++&0% !"#$%%&(")$(*+$*& @)>3:=+1?"4,- H)%2E0+)#)F .$/0 !"#$%&%()#**"$%+(((,-$.+/-0(1#$2 3-4(5^6^c 9"@/I)$0O.B&% U"(MS*$";"T 8"$4(5465 9":*";<"$=(>5?? ,-".&$%/0&")&$(/(* !"#$%%&(")$(*+$*& ,-".&$%/0&")&$(/(* 1$%%&(2 !"#$%&%()#**"$%+()$0D"B* @"#$%&%:#**"$%+A+/B4C"&04#B4D: !"#$%%&(")$(*+$*& ,-".&$%/0&")&$(/(* 1$%%&(2

Patterns Exp Analyzer: Data Inputter!"#$%&$($)*&&+),-).&,/0+1$230%4250#)65$$7 Ken1$.2*%,22%&,))*$(3%)0,)%4"#%0,5*%*6&*$*(.*+7%,(+%%&#)%,%%.0*./ !"#$%&$()*+%(,-*%"$%(./(,-*%0*$*-,$/%"(%8#3)%9%&,))*$(3%)0,)%4"#%%:,()%)"%+"%(%)0*%(*,$%;#)#$*< TS%G*8,-%9$$1+0",0,)7 !"#$%& ()*+,-%./%&#,0*0,1 233)40,5)%678,- 9"0$"0:;+,5)%()*+,- <1+),-%(*-"*-)%25)+/%;*/ =>*/3">%()*+,- 2#.1?,)?%@8,>>7 (*-"*-)%@A1B)+ C*-,.>)%=,>)7 US%D+)*0,5)%=+1V)40 C1+*?1%13%()*+,- C+,*->)%@4*>,- CA,8,-%,%640,1 DA*,%13%2E4,0)#)0F% =+1010/$,- <,)>?%;,5,- G">0,:D*#)+*%@A110,- RS%9$):=+14)77%()*+,- 6%H,+?I7:%J%H"-I7:2/)%K,)B D1##",0/%13%()*+,- L,??)%D1)40,17 N11?%O,5*>7 D17)P")0,*>%241"0)+ <+10,)+%<,?)+ D+)*0,5)%@B,04A <,+#%;)0)+#,*0,1 <+",0%<*+#,- 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 .$/0 !"#$%%&(")$(*+$*& ,-".&$%/0&")&$(/(* 1$%%&(2 generating tsv ﬁle about patterns exp.

Patterns Exp Analyzer: Data Composertsv files aboutpatterns 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

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 30%4250#)65$$7 1$.2*%,22%&,))*$(3%)0,)%4"#%0,5*%*6&*$*(.*+7%,(+%%&#)%,%%.0*./ Ken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` !"#$%&%(<L(K;&*#*&0% 9"0$"0:;+,5)%()*+,- 8&#1)7&%#9,(%)"$(#/)44#:1)$7#*:",%# !"#$%& a M//"B*&2"(-+C&% <1+),-%(*-"*-)%25)+/%;*/ 71*%#)-.1";-$%(#)$#(<)44# b H.*:.*IE$&2"%(!"#$%&% =>*/3">%()*+,- =;4".-$%5 6 N0$"&%(!#%.#"(M2"$L(E#L c )@#L/.@(!"#$%&% !"#$"%#&()%*%#%"#+,-.#)$#/)%&#0",1#?5 M;<0O&"O(9C&@@+ 2#.1?,)?%@8,>>7 2"--,$)%0#3"1#4*1$1(5 5465?? !#%.#"(9P0Q"$ (*-"*-)%@A1B)+ 2"$4(?> R#%&<@"()&@"+ C*-,.>)%=,>)7?^ R0$%#O0(0/(!"#$%&%?_ R$&#%@"(9B#@&% US%D+)*0,5)%=+1V)40 C1+*?1%13%()*+,-?` 1P#&%(0/(MSB&*";"%*T( C+,*->)%@4*>,- CA,8,-%,%640,1?a RP&%C&%(&%(-B*&0% DA*,%13%2E4,0)#)0F% =+1010/$,-?b )$0*0*L:&% <,)>?%;,5,-?6 N&"@O(E&2&%?c G.@*&I1#;"$#(9P00*&% G">0,:D*#)+*%@A110,->5 -(U&$OV+I(W(U.V+IML"(8&"Q RS%9$):=+14)77%()*+,- 6%H,+?I7:%J%H"-I7:2/)%K,)B>? X&OO"%(10%%"B*&0%+>> N$0%*&"$(N&%O"$ D1##",0/%13%()*+,- L,??)%D1)40,17>^ 1$"#*&2"(9Q&*BP N11?%O,5*>7>_ N$.&*(N#$;&% <+10,)+%<,?)+ D17)P")0,*>%241"0)+>` K%&*&#@(E$#/*(H%@L(X#@/Q#L D+)*0,5)%@B,04A>a -**$#B*&2"(MS:$"++&0% <+",0%<*+#,- !"#$%&%()#**"$%+(((,-$.+/-0(1#$2 3-4(8>b -BB"@"$#*&0%(*0(Y"S* <,+#%;)0)+#,*0,1 C*>8,-%CA,8)+ &,0,*>%;+*30%9>/%L*>3B*/ !"#$%&%()#**"$%+(((,-$.+/-0(1#$2 3-4(5>6 10;;.%&*L(0/(!"#$%&% ()*+,-%./%C)*4A,->c Z00O([&2#@+ 600+*40,5)%2E$+)77,1^5 10%+"."%*&#@(M%B0.%*"$ 644)>)+*0,1%01%M)E0^? N&$;(E"*"$;&%#*&0% 9.5,1"7%O)*71 O,-A0%Q*/ !"#$%&%()#**"$%+(((,-$.+/-0(1#$2 3-4(6^> R#@C&%(RP&%C"$ H+*5)%DA*-)^^ !"#$%&%(<L(R"#BP&% !"#$%&%()#**"$%+(((,-$.+/-0(1#$2 3-4(7^_ H<2&0.+(["#+0% 1$%%&(2^` [&P*(]#L 2E$>1+)+I7%=*77,1 !"#$%&()*+,"-+&$&%^a^b U$#2"(1P#%" MS:@0$"$V+()#++&0% !"#$%%&(")$(*+$*& @)>3:=+1?"4,- H)%2E0+)#)F .$/0 !"#$%&%()#**"$%+(((,-$.+/-0(1#$2 3-4(5^6^c 9"@/I)$0O.B&% U"(MS*$";"T 8"$4(5465 9":*";<"$=(>5?? ,-".&$%/0&")&$(/(* !"#$%%&(")$(*+$*& ,-".&$%/0&")&$(/(* 1$%%&(2 !"#$%&%()#**"$%+()$0D"B* @"#$%&%:#**"$%+A+/B4C"&04#B4D: !"#$%%&(")$(*+$*& ,-".&$%/0&")&$(/(* 1$%%&(2

COINs2011 WorkshopExperience Mining and Dialogueswith a Pattern Language for Creative Learning !"#$%&%()#**"$%+(,((-()#**"$%(!#%.#"(/0$(1$"#*&2"(!"#$%&%(32"$4(54657 5 E"+&%(F0.$(!"#$%&% ? G#C&%(H::0$*.%&*&"+ > 1$"#*&2"()$0D"B* ^ H:"%I)$0B"++(!"#$%&% Talking about your experiences _ J.;:(K% ` !"#$%&%(<L(K;&*#*&0% a M//"B*&2"(-+C&% b H.*:.*IE$&2"%(!"#$%&% 6 N0$"&%(!#%.#"(M2"$L(E#L c )@#L/.@(!"#$%&% ?5 M;<0O&"O(9C&@@+ 5465 ?? !#%.#"(9P0Q"$ 2"$4( of learning with other participants, ?> R#%&<@"()&@"+ ?^ R0$%#O0(0/(!"#$%&% ?_ R$&#%@"(9B#@&% ?` 1P#&%(0/(MSB&*";"%*T( ?a RP&%C&%(&%(-B*&0% ?b )$0*0*L:&% ?6 N&"@O(E&2&% using the vocabulary provided in ?c G.@*&I1#;"$#(9P00*&% >5 -(U&$OV+I(W(U.V+IML"(8&"Q >? X&OO"%(10%%"B*&0%+ >> N$0%*&"$(N&%O"$ >^ 1$"#*&2"(9Q&*BP >_ N$.&*(N#$;&% >` K%&*&#@(E$#/*(H%@L(X#@/Q#L >a -**$#B*&2"(MS:$"++&0% the Learning Patterns. >b -BB"@"$#*&0%(*0(Y"S* >6 10;;.%&*L(0/(!"#$%&% >c Z00O([&2#@+ ^5 10%+"."%*&#@(M%B0.%*"$ ^? N&$;(E"*"$;&%#*&0% ^> R#@C&%(RP&%C"$ ^^ !"#$%&%(<L(R"#BP&% ^_ H<2&0.+(["#+0% 1$%%&(2 ^` [&P*(]#L ^a ^b U$#2"(1P#%" MS:@0$"$V+()#++&0% !"#$%%&(")$(*+$*& ^6 ^c 9"@/I)$0O.B&% U"(MS*$";"T 8"$4(5465 9":*";<"$=(>5?? ,-".&$%/0&")&$(/(* !"#$%&%()#**"$%+()$0D"B* @"#$%&%:#**"$%+A+/B4C"&04#B4D:

Learning Patterns WorkshopThe biggest workshop we’ve facilitateis 450 participants!

Experience Mining and Dialogueswith a Pattern Language for Creative Learning Understanding what a pattern language is like. !"#$%&%()#**"$%+(,((-()#**"$%(!#%.#"(/0$(1$"#*&2"(!"#$%&%(32"$4(54657 5 E"+&%(F0.$(!"#$%&% ? G#C&%(H::0$*.%&*&"+ > 1$"#*&2"()$0D"B* ^ H:"%I)$0B"++(!"#$%&% _ J.;:(K% ` !"#$%&%(<L(K;&*#*&0% a M//"B*&2"(-+C&% b H.*:.*IE$&2"%(!"#$%&% 6 N0$"&%(!#%.#"(M2"$L(E#L c )@#L/.@(!"#$%&% The Learning Patterns, a pattern language about creative learning. ?5 M;<0O&"O(9C&@@+ ?? !#%.#"(9P0Q"$ 465 2"$4(5 ?> R#%&<@"()&@"+ ?^ R0$%#O0(0/(!"#$%&% ?_ R$&#%@"(9B#@&% ?` 1P#&%(0/(MSB&*";"%*T( ?a RP&%C&%(&%(-B*&0% ?b )$0*0*L:&% ?6 N&"@O(E&2&% ?c G.@*&I1#;"$#(9P00*&% >5 -(U&$OV+I(W(U.V+IML"(8&"Q >? X&OO"%(10%%"B*&0%+ >> N$0%*&"$(N&%O"$ >^ 1$"#*&2"(9Q&*BP >_ N$.&*(N#$;&% >` K%&*&#@(E$#/*(H%@L(X#@/Q#L >a -**$#B*&2"(MS:$"++&0% >b -BB"@"$#*&0%(*0(Y"S* >6 10;;.%&*L(0/(!"#$%&% >c Z00O([&2#@+ ^5 10%+"."%*&#@(M%B0.%*"$ ^? N&$;(E"*"$;&%#*&0% ^> R#@C&%(RP&%C"$ ^^ !"#$%&%(<L(R"#BP&% ^_ H<2&0.+(["#+0% 1$%%&(2 ^` [&P*(]#L ^a ^b U$#2"(1P#%" MS:@0$"$V+()#++&0% !"#$%%&(")$(*+$*& ^6 ^c 9"@/I)$0O.B&% U"(MS*$";"T 8"$4(5465 9":*";<"$=(>5?? ,-".&$%/0&")&$(/(* !"#$%&%()#**"$%+()$0D"B* @"#$%&%:#**"$%+A+/B4C"&04#B4D: Reflecting on, talking about, and (re-)designingyour own learning. Becoming future facilitators of this type of * -% . /%. + 0%%!+ workshop in your community. ** + "! !"#$ , %&( )

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)

Learning Patterns Projectsince 2008 -Members [Original Japanese Edition, 2008-2009]Takashi IbaToko MiyakeKazeto ShimonishiTsuyoshi KatoYuji KobayashiNatsumi YotsumotoMariko HanabusaMayu IidaMami SakamotoMembers [English Edition, 2009-2011]Takashi IbaMami SakamotoNatsumi YotsumotoTakumi ShimizuBui Hong HaTsuyoshi KatoNoriko ChujoYuki KitayamaShunsuke FujiiYuriko NagataYusuke KonoToko MiyakeMiyuko Naruse

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Experience Mining and Dialogues with a Pattern Language for Creative Learning

by Takashi Iba

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