Pattern Language 3.0Writing Pattern Languages for Human ActionsTakashi IbaFaculty of Policy ManagementKeio Universityhttp:...
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 ea...
Takashi Iba                     井庭 崇• born in 1974 in Japan• a trans-disciplinary researcher, creator, and writer, explore...
abstraction  imaginationcommunication
systems theory     modeling         &pattern languages
Takashi Iba, "A Study on Simulating Economiesand Societies as Evolutionary Complex Systems," Ph.D Thesis for Graduate Scho...
PlatBox Simulator, a software platform to execute andto analyze the agent-based social simulations.Component Builder, a to...
Model-Driven Development of Agent-Based Social Simulations                           Model-Driven Development             ...
PlatBox Model Framework
Modeling withUML diagram     +Action Parts
Action Parts We define 281 action parts. All actions in social simulation can be described with combining these parts.Memo...
Model PatternsA Pattern Language for Agent-Based Social Modeling    コミュニケーションのモデル・パターン       Immediate Reply              ...
Takashi Iba, "A Study on Simulating Economiesand Societies as Evolutionary Complex Systems," Ph.D Thesis for Graduate Scho...
Realized the limitations...
Something is missing...
lifegenerativity
social systems theory(autopoietic systems)by Niklas Luhmann
Facilitation Patternsfor experiential learning                            初心者への心がけ                              初心者への心がけ  ...
at Allerton House, PLoP 2007
Outside of Work                                                                                                           ...
helps the students to work on their research activities. In                                                               ...
Learning Patterns                                                                                                         ...
Pedagogical Patterns forCreative Learning(PLoP2011)                                                                       ...
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012
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Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012

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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).

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Invited Talk "Pattern Language 3.0: Writing Pattern Languages for Human Actions"at PLoP2012

  1. 1. 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)
  2. 2. Potential Domains of Pattern Languages What are potential domains wherePattern Language can be applied to?
  3. 3. Potential ity of Pattern WritersWhat are the potentiality of people who can write pattern languages?
  4. 4. Pattern Languages Potential ly Save the world What are significant applications ofpattern languages for people on earth?
  5. 5. 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
  6. 6. abstraction imaginationcommunication
  7. 7. systems theory modeling &pattern languages
  8. 8. 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
  9. 9. 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.
  10. 10. 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
  11. 11. PlatBox Model Framework
  12. 12. Modeling withUML diagram +Action Parts
  13. 13. 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 .........
  14. 14. Model PatternsA Pattern Language for Agent-Based Social Modeling コミュニケーションのモデル・パターン Immediate Reply 【 QuestionBehavior 】 ■ 目的 他のエージェントに質問し 、直ちに返答を受ける。 AbstractBehavior ( from org.boxed_economy.besp.model.fmfw.behavior ) ■ 動機 Question Reply AbstractQuestionBehavior Behavior Behavior 他のエージェントの属性等について知りたい場合 Questioner Respondent に、質問をして問い合わせることがある。 ToRespondent QuestionBehavior questionAction ( ) readReplyAction ( ) QuestionInformation isReply ( ) ■ 基本動作 Questioner エージェントと Respondent エージェ Question Behavior Reply Behavior ントが登場する。 Questioner エージェントは、 Ques- Questioner Respondent 【 ReplyBehavior 】 tionBehavior をもっており、 これによって Question- Information を生成し (ここでは内容は空とする) 、 AbstractBehavior ( from org.boxed_economy.besp.model.fmfw.behavior ) ReplyInformation Respondent エージェントに送信する。Respondent エージェントは 、ReplyBehavior でそれを受けて、 Question Reply AbstractReplyBehavior 直ちに ReplyInformation を送り返す (ここでは文 Behavior Behavior Questioner Respondent 字列の内容をもつとする)。 ReplyBehavior replyAction ( ) isQuestion ( ) ■ 設計 【全体像】 【 QustionInformation 】 : ImmediateReplyWorld : ImmediateReplyModel << interface >> Imformation ( from org.boxed_economy.besp.model.fmfw ) : Agent AGENTTYPE_Questioner : AgentType : QuestionBehavior BEHAVIORTYPE_Question : BehaviorType QuestionInformation : QuestionInformation INFORMATIONTYPE_Question : InformationType 【 ReplyInformation 】 : Relation RELATIONTYPE_ToRespondent << interface >> Imformation ( from org.boxed_economy.besp.model.fmfw ) : Agent AGENTTYPE_Respondent : AgentType : ReplyBehavior BEHAVIORTYPE_Reply : BehaviorType ReplyInformation contents: Srting : ReplyInformation INFORMATIONTYPE_Question : InformationType setContents ( String ) getContents ( ) : String ReplyInformation ( String ) 260
  15. 15. 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
  16. 16. Realized the limitations...
  17. 17. Something is missing...
  18. 18. lifegenerativity
  19. 19. social systems theory(autopoietic systems)by Niklas Luhmann
  20. 20. Facilitation Patternsfor experiential learning 初心者への心がけ 初心者への心がけ みんなの場 みんなの場 ■   ■   状況 状況 ■   ■   状況 状況 体験学習プログラムの参加者の中には,今まで体験学 体験学習プログラムの参加者の中には,今まで体験学 多くの人達で協力して何かの活動をする際,誰もが気 多くの人達で協力して何かの活動をする際,誰もが気 習やワークショ ップなどに参加した経験が無い人がいる 習やワークショ ップなどに参加した経験が無い人がいる 持ち良く参加したいと思うものである.しかしながら, 持ち良く参加したいと思うものである.しかしながら, こともあるだろう.そのような人は,入りやすい受付 こともあるだろう.そのような人は,入りやすい受付 人数が増えることでやりにくくなったり,グループ内の 人数が増えることでやりにくくなったり,グループ内の (19) によってある程度リラックスさせることができる (19) によってある程度リラックスさせることができる メンバーによって活発的な雰囲気が失われてしまうこと メンバーによって活発的な雰囲気が失われてしまうこと が, が, どのように参加をしていけばいいか分からず不安に どのように参加をしていけばいいか分からず不安に がある.がある. 思っていることが多い. 思っていることが多い. *   * **   *    * *   * **   *    * ■   ■   問題 問題 ■   ■   問題 問題 主体的に参加できる場づくりをするためにはどうすれ 主体的に参加できる場づくりをするためにはどうすれ ワークショ ップ初心者に対しては,どのようなことに注 ワークショ ップ初心者に対しては,どのようなことに注 ば良いだろうか. ば良いだろうか. 意すれば良いだろうか. 意すれば良いだろうか. ■   ■   問題記述 問題記述 ■   ■   問題記述問題記述 メンバー同士の意見を共有することや,その意見に対 メンバー同士の意見を共有することや,その意見に対 体験学習のような主体的に参加が求められる学習に慣 体験学習のような主体的に参加が求められる学習に慣 して議論を交わす際に,特定の人だけが発言をしてそ して議論を交わす際に,特定の人だけが発言をしてそ れていない参加者に対しては,配慮をしたい.何故な れていない参加者に対しては,配慮をしたい.何故な の場を仕切ってし まうことがおこる.そうなると,少 の場を仕切ってし まうことがおこる.そうなると,少 ら,初心者の参加者にとっては,体験学習の運営方法や ら,初心者の参加者にとっては,体験学習の運営方法や 数派になった人の意見が正しく吟味されないばかりか, 数派になった人の意見が正しく吟味されないばかりか, 参加の仕方は新鮮に感じることが多く, どのように参加 参加の仕方は新鮮に感じることが多く,どのように参加 疎外されたことにより全く意見を出さなくなる傍観者 疎外されたことにより全く意見を出さなくなる傍観者 したら良いか解らず戸惑いやすい.体験学習では,一連 したら良いか解らず戸惑いやすい.体験学習では,一連 になりやすい.学習の効果を引き出すためにも,参加者 になりやすい.学習の効果を引き出すためにも,参加者 のプログラムに対等な関係で参加することが,参加者 のプログラムに対等な関係で参加することが,参加者 一人一人がチームに貢献する必要がある—–責任の明確 一人一人がチームに貢献する必要がある—–責任の明確 同士の気づきを増やすために必要である.したがって, 同士の気づきを増やすために必要である.したがって, 化 (27).そのためには,自由に発言ができるような環 化 (27).そのためには,自由に発言ができるような環 初心者に対する事前のフォローが重要になる. 初心者に対する事前のフォローが重要になる. 境をつくる必要がある. 境をつくる必要がある. ■   ■   解決方法解決方法 ■   ■   解決方法解決方法 初心者に対しては,ファシリテーターからどのように参 初心者に対しては,ファシリテーターからどのように参 メンバーが対等な関係で議論ができる環境をつくろう. メンバーが対等な関係で議論ができる環境をつくろう. 加してほしいのかを伝えることや,参加における心得を 加してほしいのかを伝えることや,参加における心得を 示そう.示そう. ■   ■   具体例具体例 例えば,身分や役職,性別,年齢による権威行使を排除 例えば,身分や役職,性別,年齢による権威行使を排除 ■   ■   具体例具体例 すること.また,ファシリテーターがどんな意見でも推 すること.また,ファシリテーターがどんな意見でも推 参加における心得の内容としては, 「『積極的に参加して 参加における心得の内容としては, 「『積極的に参加して 奨するように働きかけを行うことや,どんな意見であっ 奨するように働きかけを行うことや,どんな意見であっ ください』体験学習ではみなさんが主役です. 「 」や, ください』体験学習ではみなさんが主役です. 「 」や, 『楽 『楽 てもフィリップチャートにまとめで張り出すこと —–可 —–可 てもフィリップチャートにまとめで張り出すこと しんでください』私がそそのかし役となって,皆さんに しんでください』私がそそのかし役となって,皆さんに 視化された意見 (43) をおこなうと意見を視覚的にも対 視化された意見 (43) をおこなうと意見を視覚的にも対 いろんな体験をしてもらいますが,まずは楽しんでくだ いろんな体験をしてもらいますが,まずは楽しんでくだ 等に扱っていることがわかるので,自由な発言がうまれ 等に扱っていることがわかるので,自由な発言がうまれ 」などが上げられるだろう 17) . 17) . さい.さい. 」などが上げられるだろう て対等な議論が進みやすくなる. て対等な議論が進みやすくなる. *   * **   *    * *   * **   *    * ■   ■   関連 関連 ■   ■   関連 関連Takahiro Shimizu ファシリテーションにおける重要な点の一つに,メン ファシリテーションにおける重要な点の一つに,メン 平等に参加してもらうためにも,初心者への心がけ (21) (21) 平等に参加してもらうためにも,初心者への心がけ バー同士が対等に活動したり議論したりする場をつく バー同士が対等に活動したり議論したりする場をつく を忘れないようにしよう.また,質問タイム (41) を設 を設 を忘れないようにしよう.また,質問タイム (41) ることがある—-みんなの場 (31).(31). ることがある—-みんなの場& Takashi Iba けることで,誰もが同じ スタートラインに立てるよう けることで,誰もが同じ スタートラインに立てるよう に個別の疑問点を解消させよう.さらに,発言が少ない に個別の疑問点を解消させよう.さらに,発言が少ない 図3 初心者への心がけパターン 図 3 初心者への心がけパターン 人に対しては,問いかけを行うことも有効である—–議 —–議 人に対しては,問いかけを行うことも有効である 論を促す問いかけ (32).さらに,意思決定における公 論を促す問いかけ (32).さらに,意思決定における公 26) 渡辺武: 新しい会議の知恵:みんなで育てる話し 26) 渡辺武: 新しい会議の知恵:みんなで育てる話し 平性 (30) も保たれる必要がある.最後に,メンバーが 平性 (30) も保たれる必要がある.最後に,メンバーが
  21. 21. at Allerton House, PLoP 2007
  22. 22. Outside of Work Relationship Communication 5. [1] 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- [2] T(PLoP2008) 3. EXAMPLES OF PROJECT PATTERNS Since it is difficult to show all of the forty seven patterns, Problem Characteristics of an discuss the complex blurry. Re- ting difficult toidea or final output is topics. People under- peating the sentence takes an extra but with adjectives to “round stand the world by naming, time and difficult like, a P only two out of forty seven patterns will be introduced here. One is “Outside of Work”, which is likely to be used at focus on andissue. object”bothers the fluenciesobject. You need some an hard It also cannot specify one of conversa- J tion. idea to make communication comfortable. [3] Y early stage, and another is “Naming”, which is useful for the middle stage. Force E P • Available time is limited. J Pattern No.2 Outside of Work Context • It is easy to talk about the named thing. When the project is on the early stage and the team members do not know each other. It is almost impossible to understand Let’s call it “oasis” ! • People tend to forget easily. others in a second. Time must be spent to get to know who they really are. This is not especially limited to early stages of the • Having common language drives the communication. What was Juhn’s idea?? project. Solution 3. EXAMPLES OF PROJECT PATTERNS Problem Name it. By naming a new idea or an object, it becomes Since it is difficult to show all of the forty seven patterns, Characteristics of an idea or final output is blurry. Re- easier to talk about. It also clarifies the characteristics of peating the sentence takes an extra time and difficult to only two out of forty seven patterns will be introduced here. idea and make it easy to compare with other ideas. the One is “Outside of Work”, which is likely to be used atResolutionon an issue. It also bothers the fluencies of conversa- focus tion. early stage, and another is “Naming”, which is useful forCommon language makes the conversation smooth. the middle stage. Notes Force “Let’s talk about John’s time is limited. • Available idea.” Pattern No.2 Outside of Work Problem “What’ s John’s idea?” Members are not able to understand each other’s thoughts and Context feelings yet. Wethe projectbuild and early stage and theunder- members “The idea of aIt is easy to talk about the named thing. • new pattern about projects.” When have not is on the maintained trust, team standing, camaraderieeach empathy, in a team. impossible to understand do not know and other. It is almost “Ok, then let’s name his idea, ‘Oasis’ from now on!” • People tend to forget easily. Force others in a second. Time must be spent to get to know who they the names of the patterns in Project Patterns are good All examples of naming. • Work is not the easiest place to build limited to early stages of the really are. This is not especially the trusting relation- • Having common language drives the communication. project. ships. Related Patterns • People have different cultures and perspectives. Solution • Trust and empathy is needed in a team to result issues and Name it. By naming a new idea or an object, it becomes Naming motivate collaboration. easier to talk about. It also clarifies the characteristics of Think Again Creative Thinking • Team member’s time is valuable. the idea and make it easy to compare with other ideas. Solution Resolution Leave Record Reflective Meeting Scale Conversion Body Storming By inviting members to parties and spending time together Common language makes the conversation smooth. Creative Workplace Exciting Contacts outside of work, it becomes easier to understand their ideas and Notes personalities. That leads to active communication. Include many “Let’s talk about John’s idea.” different types of activities so that no one feels left out if they do Problem 4. ACKNOWLEDGMENTS “What’ s John’s idea?” not want to participate because of cultural differences.Miyuko Naruse Members are not able to understand each other’s thoughts andMany thanks to everyone who helped us to make and de- Resolution yet. We have not build and maintained trust, under- feelings “The idea of a new pattern about projects.” The team has been motivated and increasedin a team. commu- velop the“Ok, then let’swould like to thank to Antonio Rito patterns. We name his idea, ‘Oasis’ from now on!” standing, camaraderie and empathy, trust 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 [1] Deep Dive Kanafumi Furuichi and Koji Wakamatsu and Yohei Leave Record Reflective Meeting Scale Conversion Body Storming(PLoP2008) Yumura and Takashi Iba. A Pattern Language in Deep Dialog By inviting members to parties and spending time together Creative Workplace Exciting Contacts outside of work, it becomes easier to understand their ideas and Project Management, IPSJ SIG Technical Reports, Pattern No.19That leads to active communication. Include many personalities. Naming 2007-MPS-64, in Japanese, 2007 Context There areof activities so that no one feels It is out if they [2] different types so many ideas and concepts. left get- do 4. ACKNOWLEDGMENTS Takashi Iba and Yohei Yumura and Koji Wakamatsu
  23. 23. 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 [1] 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 [2] C. Al feedback on your plan. Creating your roadmap may seem - for example, in some cultures drinking alcohol is barred. Solution Takashi Iba & Unive like a very short activity, but working on it may take more Competitive games and competitive activities may gener-Social bonding will help your team in their road to project time than you expect. Resist the temptation to constantly ate tensions in the team, so try to steer away from overly (PLoP2008)success. Make time available for extra-curricular activi-ties such as bowling, fishing, eating (see also “Brown Bag revise plans and never do any research! competitive games.Lunch”), drinking, hiking or other adventures. This will 4. ACKNOWLEDGMENTShelp your team members construct tighter relationships by We want to thank many people for giving me the oppor-
  24. 24. 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 learningpatterns@sfc.keio.ac.jp
  25. 25. 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 [1] D. L. G. Anth 1996. In this context [2] Y. Anzai and doing. Psycho Communication for the collaboration doesn’t always 1979. go smoothly, and often stops and sometimes falls [3] J. Bergin. Fou into the situation where a very few members control Conference of the flow and others follow it. In such a situation, teach- [4] J. Dewey. De ers’ direct control of the flow often inhibits creative learning, (1916). and therefore learning through creation does not occur. This [5] P. F. Duckier problem has been discussed for a long time in the study of Our Changin collaborative learning such as Palincsar et al. (1987). The (1968). most important point of creative learning is successive emer- [6] T. Iba. An au gence of discoveries. So learners must continue to produce Procedia - So discoveries not by thinking but also by communication. 2(4):6610–662 [7] T. Iba and Le Therefore patterns: A p The Third In Innovation N “Create the Science-Fiction Story” for discovering how Consider you as a participant in the activity rather [8] C. Ichikawa. T to discover: Some constraints ( Science Fiction, positive than a teaching actor, who contributes to produce Inquire]. Auth ending, character’s personality ) that were given to stu-Takashi Iba some of discoveries in the creation and also encour- [9] M. Resnick. S dents drove them to think creatively and discuss lively. age your partners (learners) to think and commu- society. Learn This Challenging Mission convinced them how to dis- nicate. More concretely, tell your ideas, opinions such as December Jan cover their own discovery. “Oh! That’s a nice idea!” and questions such as “Do 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)
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