The document presents design patterns for creative educational programs discussed at the Coins2016 conference, focusing on how to effectively foster creativity in learning environments. It emphasizes the importance of using pedagogical patterns, identifying common problems, and suggesting practical solutions for educators to enhance student engagement and collaborative projects. Additionally, it explores methods for integrating these design patterns into teaching practices to cultivate creativity amongst learners.

1. Design Patterns for
Creative Educational Program
COINS2016 (International Conference on Collaborative Innovation Networks)
Faculty of Policy Management, Keio University, Japan
Norihiko Kimura
Hitomi Shimizu
Iroha Ogo
Shuichiro Ando
Takashi Iba
Presenter:

2. 1. Background
Design Patterns for
Creative Educational Program
3. Design Patterns for
Creative Education Program
4. How to use these patterns
5. Summary
2. Method

3. Design Patterns for
Creative Educational Program
1. Background
3. Design Patterns for
Creative Education Program
4. How to use these patterns
5. Summary
2. Method

4. 1. Background
Online learning services.

5. 1. Background
Arisa Kamada & Mika Nakada
“Thinking with Personal Culture Patterns”
The online class designed by them, students of Keio University.
They taught “Personal Culture Patterns”, a pattern language for youth in
creating a living with continuous self-fulfillments, and learners thought and
created their livings with the patterns in this class.
students

6. “Creative learning is a style of learning with activities creating something.”
(Iba and Ichikawa et al., 2012)
Iba.T, Ichikawa.C, Sakamoto.M, and Yamazaki., T., "Pedagogical Patterns for Creative Learning," In the 18th Conference on
Pattern Languages of Programs, 2012.
1. Background
“There’s a technological and creative revolution, maker movement, in
classroom.” (Martinez & Stager, 2013)
Martinez.S and Stager.G. (2013) Invent To Learn: Making, Tinkering, and Engineering the Classroom, Constructing Modern
Knowledge Press.
Creative Learning

7. 1. Background
Creative Learning

8. Creative Learning
Opening to
provide courses
1. Background

9. 1. Background
Online learning services.

10. “Creative learning is a style of learning with activities creating something.”
(Iba and Ichikawa et al., 2012)
Iba.T, Ichikawa.C, Sakamoto.M, and Yamazaki., T., "Pedagogical Patterns for Creative Learning," In the 18th Conference on
Pattern Languages of Programs, 2012.
1. Background
“There’s a technological and creative revolution, maker movement, in
classroom.” (Martinez & Stager, 2013)
Martinez.S and Stager.G. (2013) Invent To Learn: Making, Tinkering, and Engineering the Classroom, Constructing Modern
Knowledge Press.
Creative Learning

11. Designing Creative Educational Program
Creative Learning
Opening to
provide courses
1. Background

12. Some difficulties
A good design concept hasn’t
been shared yet.
Students might not be able to work on the course
seriously and excitingly.
Expert course designers share “What” they do to make it
better, but not “How” or “Why” they did it.
During the course, there aren’t good practices for students
to collaborate, or work on a project creatively.
Designing Creative Educational Program

13. Patterns for
Designing Creative Educational Program

14. 1. Background
Design Patterns for
Creative Educational Program
3. Design Patterns for
Creative Education Program
4. How to use these patterns
5. Summary
2. Method

15. Design Patterns for
Creative Educational Program
1. Background
3. Design Patterns for
Creative Education Program
4. How to use these patterns
5. Summary
2. Method

16. The designer must trace his design problem to its
functional origins and find some sort of in
them.
2. Method
designWhat is the ?
The ultimate object of design is form.
(Alexander 1964)
Alexander C (1964) Notes on the Synthesis of Form. Harvard University Press, Cambridge, Massachusetts, and London, England
pattern
Christopher Alexander says…
http://stephania32.wordpress.com/

17. 2. Method
pattern
A method to describe the design knowledge that exists in an area of profession.
Pattern Language
Each pattern describes, in a certain context, what kind of problem frequently
occurs, and what is a good solution for the problem.
Patterns bridges the gap between experts and non-expert designers.
pattern
Context
Problem
Solution
Share the good design.

18. 2. Method
Pedagogical Patterns Creative Education Patterns
Pattern Language
The pattern language method is used in many design fields; one of them is
education.
Pedagogical Patterns Editorial Board (2012) Pedagogical Patterns: Advice For Educators. Joseph Bergin Software Tools, San
Bernardino, CA
Harashima Y, Kubota T, Iba T (2014) Creative Education Patterns: Designing for Learning by Creation. In: Proceedings of the 19th
European Conference on Pattern Languages of Programs (EuroPLoP '14), ACM, New York, NY, USA, July 2014
(Pedagogical Editorial Board 2012) (Harashima et al. 2014)

19. 1. Background
Design Patterns for
Creative Educational Program
3. Design Patterns for
Creative Education Program
4. How to use these patterns
5. Summary
2. Method

20. Design Patterns for
Creative Educational Program
1. Background
3. Design Patterns for
Creative Education Program
4. How to use these patterns
5. Summary
2. Method

21. Abstract the Essence
Vote for
the Attractive
Visible Efforts
Improvement
by Esquisse Check
Free Time Union
Kick-off Party Group’ s Snapshot
Polyphonic
Discussion
Free Style
Presentation
Frontier Dialogue
Special Stage Critiques for Teachers Ending Party
3. Design Patterns for
Creative Education Program

22. In my class, I want learners to
create something with unique
ideas, even if they are beginners.
3. Design Patterns for
Creative Education Program

23. Since each students have two works to
refer to, the works in all will become so
various that some students may have
referred to a work that the teacher may not
know of. Therefore, teachers may as well
search for the essence of the work,
becoming able to learn together without the
teachers / learners structure. Also,
students’ technique in researching will be
brushed up.
Abstract the Essence
The basics of learning is “imitating”.
Therefore, beginners are (wanted) to build
up the strength to create by referring
things.
The students’ attitude tends to become being taught,
by thinking of the referring work as an “answer”.
Students research and select two existing works as
father and mother. Then, students read out the
essence of them (like DNA), and create new ideas that
inherit those essences.
▼Consequently
▼Therefore
▼In this context
No. 1
3. Design Patterns for
Creative Education Program

24. Abstract the Essence
3. Design Patterns for
Creative Education Program

25. 3. Design Patterns for
Creative Education Program
In my class, I want learners to keep
up with my class even when they’re
having trouble with their project .

26. We can push up students who were falling
behind. The ideas, projects that made a
rapid progress by the check, become the
center of attention in the next course.
However, this method forces teachers to
spare much time, so they need to be
prepared for that. If the teacher has a
reliable Student Assistant or Teacher
Assistant, the teacher may depend on
them.
Improvement
by Esquisse Check
As the course goes on, the quality of
students’ outputs and ideas will vary
greatly.
If we ignore the situation, the gap between students
get bigger and bigger.
Check each student’s esquisse that is the method for
students to make a plan on their project with the
teacher 1-on-1.
▼Consequently
▼Therefore
▼In this context
No. 4
3. Design Patterns for
Creative Education Program

27. Improvement
by Esquisse Check
3. Design Patterns for
Creative Education Program

28. 3. Design Patterns for
Creative Education Program
In my class, I want learners to
have motivation in making their
final project.

29. The final presentation will become a clear
goal for the students. They will recognize
that the final presentation is not just some
presentation, but a special one. This will
motivate and encourage students to
produce a good project for the final
presentation. They will also begin working
on how to present on the project more
attractively.
Special Stage
Students are working on their final
assignment using what they have learned
this semester.
Just having students submit their good work to
teachers do not respond to their efforts.
Make it a grand final presentation for the students so
that it reflects the good work done and conclude the
hardships of their project.
▼Consequently
▼Therefore
▼In this context
No. 11
3. Design Patterns for
Creative Education Program

30. Special Stage
3. Design Patterns for
Creative Education Program

31. Abstract the Essence Vote for
the Attractive
Visible Efforts
Improvement
by Esquisse Check
Free Time Union
Kick-off Party Group’ s Snapshot
Polyphonic
Discussion
Free Style
Presentation
Frontier Dialogue
Special Stage Critiques for Teachers Ending Party
3. Design Patterns for
Creative Education Program

32. Design Patterns for
Creative Educational Program
1. Background
3. Design Patterns for
Creative Education Program
4. How to use these patterns
5. Summary
2. Method

33. Design Patterns for
Creative Educational Program
1. Background
3. Design Patterns for
Creative Education Program
4. How to use these patterns
5. Summary
2. Method

34. Mining Interview
The way to investigate the best experiences or best practices for collecting
information to write patterns.
4. How to use these patterns

35. 4. How to use these patterns
・Interviewed six experts, all professors of Keio University in Japan, who
have years of experience teaching creative educational courses.
Iba T, Yoder J (2014) Mining Interview Patterns: Patterns for Effectively Obtaining Seeds of Patterns. In: Proceedings of the 10th
Latin American Conference on Pattern Languages of Programs (SugarLoaf PLoP '14), São Paulo, Brazil, Nov 2014
・Interviewed based on “mining interview patterns” (Iba and Yoder 2014), that
recommend the interviewers to ask questions along following line: solution,
problem, and context.

36. 4. How to use these patterns
Made groups of similar problems / similar solutions
Tried to make new categories, avoiding to converge into typical categories.
Wrote down ideas and problems, then categorized them.

37. 4. How to use these patterns
Brushed up the patterns again and again.
Wrote the ideas and problems into the format of Context, Problem, and
Solution. Brushed them up again and again, named and drew illustrations that
express the pattern.

38. 4. How to use these patterns
Patter Illustrating
Drawing illustrations for readers to be able to understand and remember the
meaning of the patterns.

39. Abstract the Essence
Vote for
the Attractive
Visible Efforts
Improvement
by Esquisse Check
Free Time Union
Kick-off Party Group’ s Snapshot
Polyphonic
Discussion
Free Style
Presentation
Frontier Dialogue
Special Stage Critiques for Teachers Ending Party
4. How to use these patterns

40. 4. How to use these patterns
using it as collaborative tools to design education

41. Abstract the Essence
Vote for
the Attractive
Visible Efforts
Improvement
by Esquisse Check
Free Time Union
Kick-off Party Group’ s Snapshot
Polyphonic
Discussion
Free Style
Presentation
Frontier Dialogue
Special Stage Critiques for Teachers Ending Party
4. Design Patterns for
Creative Education Program

42. Abstract the Essence
Vote for
the Attractive
Improvement
by Esquisse Check
Special Stage
Ending Party
- Make child architecture model.
- Research the existing architectures and read out
the essences which characterize them (like DNA).
- Select father and mother architecture.
- Generate child architecture which inherits genes
from parents.
Designing an architecture design class with patterns
for example…

43. Abstract the Essence
The basics of learning is “imitating”.
Therefore, beginners are (wanted) to build up
the strength to create by referring things.
The students’ attitude tends to become being
taught, by thinking of the referring work as an
“answer”.
Students research and select two existing
works as father and mother. Then, students
read out the essence of them (like DNA), and
create new ideas that inherit those essences.
▼Therefore
▼In this context
No. 1
4. Design Patterns for
Creative Education Program

44. Abstract the Essence
Vote for
the Attractive
Improvement
by Esquisse Check
Special Stage
Ending Party
- Make child architecture model.
- Vote for the best architecture, and the student with
more polls can make a presentation and be
commented.
- Research the existing architectures and read out
the essences which characterize them (like DNA).
- Select father and mother architecture.
- Generate child architecture which inherits genes
from parents.
Designing an architecture design class with patterns
for example…

45. Vote for the Attractive
No. 2
4. Design Patterns for
Creative Education Program
Students are wanted to present their project
to gain feedback.
Much time is needed to give a comment on
every single students.
Students and teachers take a vote on the
attractive work they want to hear, and decide the
order of it by the polling score.
▼Therefore
▼In this context

46. Abstract the Essence
Vote for
the Attractive
Improvement
by Esquisse Check
Special Stage
Ending Party
- Make child architecture model.
- Vote for the best architecture, and the student with
more polls can make a presentation and be
commented.
- Go to the teacher outside class and have your
esquisse checked.
- Update your model.
iteration
- Research the existing architectures and read out
the essences which characterize them (like DNA).
- Select father and mother architecture.
- Generate child architecture which inherits genes
from parents.
Designing an architecture design class with patterns
for example…

47. Improvement
by Esquisse Check
No. 4
4. Design Patterns for
Creative Education Program
As the course goes on, the quality of
students’ outputs and ideas will vary greatly.
If we ignore the situation, the gap between
students get bigger and bigger.
Check each student’s esquisse that is the
method for students to make a plan on their
project with the teacher 1-on-1.
▼Therefore
▼In this context

48. Abstract the Essence
Vote for
the Attractive
Improvement
by Esquisse Check
Special Stage
Ending Party
- Make child architecture model.
- Update your model.
- Midterm presentation.
- Vote for the best architecture, and the student with
more polls can make a presentation and be
commented.
- Vote for the best architecture, and the student with
more polls can make a presentation and be
commented.
- Go to the teacher outside class and have your
esquisse checked.
- Update your model.
iteration
- Research the existing architectures and read out
the essences which characterize them (like DNA).
- Select father and mother architecture.
- Generate child architecture which inherits genes
from parents.
Designing an architecture design class with patterns
for example…

49. Special Stage
No. 11
4. How to use these patterns
Students are working on their final
assignment using what they have learned this
semester.
Just having students submit their good work
to teachers do not respond to their efforts.
Make it a grand final presentation for the
students so that it reflects the good work
done and conclude the hardships of their
project.
▼Therefore
▼In this context

50. Abstract the Essence
Vote for
the Attractive
Improvement
by Esquisse Check
Special Stage
Ending Party
- Make child architecture model.
- Update your model.
- Closing Party
- Midterm presentation.
- Final Presentation.
- Vote for the best architecture, and the student with
more polls can make a presentation and be
commented.
- Vote for the best architecture, and the student with
more polls can make a presentation and be
commented.
- Go to the teacher outside class and have your
esquisse checked.
- Go to the teacher outside class and have your
esquisse checked.
- Update your model.
iteration
- Update your model.
iteration
- Research the existing architectures and read out
the essences which characterize them (like DNA).
- Select father and mother architecture.
- Generate child architecture which inherits genes
from parents.
Designing an architecture design class with patterns
for example…

51. Ending Party
No. 13
4. How to use these patterns
The last course ended.
The hard work done by students and the
support that teachers did to students will not
have enough praise, concluding without much
satisfaction.
After the final presentation, hold a party to
celebrate the successful completion of the
course with both teachers and students.
▼Therefore
▼In this context

52. Abstract the Essence
Vote for
the Attractive
Improvement
by Esquisse Check
Special Stage
Ending Party
- Make child architecture model.
- Update your model.
- Closing Party
- Midterm presentation.
- Final Presentation.
- Vote for the best architecture, and the student with
more polls can make a presentation and be
commented.
- Vote for the best architecture, and the student with
more polls can make a presentation and be
commented.
- Go to the teacher outside class and have your
esquisse checked.
- Go to the teacher outside class and have your
esquisse checked.
- Update your model.
iteration
- Update your model.
iteration
- Research the existing architectures and read out
the essences which characterize them (like DNA).
- Select father and mother architecture.
- Generate child architecture which inherits genes
from parents.
Designing an architecture design class with patterns
for example…

53. Abstract the Essence
Vote for
the Attractive
Improvement
by Esquisse Check
Special Stage
Ending Party
- Research the existing architectures and read out
the essences which characterize them (like DNA).
- Select father and mother architecture.
- Generate child architecture which inherits genes
from parents.
- Midterm presentation.
- Vote for the best architecture, and the student with
more polls can make a presentation and be
commented.
- Go to the teacher outside class and have your
esquisse checked.
- Update your model.
- Final Presentation.
- Closing Party
- Make child architecture model.
- Vote for the best architecture, and the student with
more polls can make a presentation and be
commented.
- Go to the teacher outside class and have your
esquisse checked.
- Update your model.
- Update your model.
iteration
iteration
Designing an architecture design class with patterns
for example…

54. Abstract the Essence Vote for
the Attractive
Visible Efforts
Improvement
by Esquisse Check
Free Time Union
Kick-off Party Group’ s Snapshot
Polyphonic
Discussion
Free Style
Presentation
Frontier Dialogue
Special Stage Critiques for Teachers Ending Party
4. How to use these patterns

55. Design Patterns for
Creative Educational Program
1. Background
3. Design Patterns for
Creative Education Program
4. How to use these patterns
5. Summary
2. Method

56. Design Patterns for
Creative Educational Program
1. Background
3. Design Patterns for
Creative Education Program
4. How to use these patterns
5. Summary
2. Method

57. 5. summary
Open Source Education

58. Design Patterns for
Creative Educational Program
By having Design Patterns for Creative Educational Program…
・Design education that was only designable for expert
educators will be opened.
・It can design education so that it offers creative
learning.
It tells us how the programs should be designed since
it contains the form of creative education programs
and its design concepts.
・

59. Design Patterns for
Creative Educational Program
COINS2016 (International Conference on Collaborative Innovation Networks)
Faculty of Policy Management, Keio University, Japan
Norihiko Kimura
Hitomi Shimizu
Iroha Ogo
Shuichiro Ando
Takashi Iba
Presenter: