Pattern Languages as New Tools for Learning in the Creative Society (Takashi Iba)

FUTURE LEARNING?! - Symposium on the Future of Learning
Associate Professor
Faculty of Policy Management, Keio University
Ph.D in Media and Governance
Pattern Languages
as New Tools for Learning
in the Creative Society
Takashi Iba

Takashi Iba
Associate Professor, Faculty of Policy Management,
Keio University
Ph.D. in Media and Governance
- Exploring the nature of creativity and works
to build media to nurture it.
- Pattern Language
- Exploring Creative Society
- Workshop Design
井庭崇
Courses
7348457813129
ISBN 978-1-312-73484-5
90000
A Creative Collaboration creates new values that can change the
world. In a Creative Collaboration, an emergent vigor is
produced where team members motivate each other and grow
together. This new vigor cannot be attributed to any one team
member but to the team as a whole. How can such a Creative
Collaboration be achieved? The secrets are scribed in this book.
Collaboration Patterns presents 34 distinct patterns that show
tips, methods, and views for a successful collaboration.
The Collaboration Patterns are written as a pattern language that
summarizes the design knowledge that develops from a person’s
experience into the form of a pattern. It pairs a problem that
occurs in a certain context of a design with its solution and gives
it a name. The users of a pattern language must select a pattern
on the basis of the context in which it is being used, and fit the
abstract solution to their specific situation.
The Collaboration Patterns here are in a pattern language that
helps a team achieve a Creative Collaboration. Along with
discovering ways to practice effective teamwork, we hope you
can also imagine the possibilities pattern languages offer. Read
through the pages and use any or all of the Collaboration
Patterns to make your collaborative projects successful.
Takashi Iba is an associate professor at the Faculty of Policy
Management and the Graduate School of Media and
Governance at Keio University, Japan. He received a Ph.D. in
Media and Governance from Keio University in 2003, and
continued as a visiting scholar at the MIT Center for Collective
Intelligence during the 2009 academic year. With collaborating
with his students, Dr. Iba created many pattern languages
concerning human actions. He authored Learning Patterns
(2014), Presentation Patterns (2014), and many academic books
in Japanese such as the bestselling Introduction to Complex
Systems (1998).
Takashi Iba with Iba Laboratory
Collaboration Patterns
A Pattern Language for Creative Collaboration
CreativeShiftIBACollaborationPatterns―APatternLanguageforCreativeCollaborations
Iba Lab B (GIGA)
Iba Lab A
2538347813299
ISBN 978-1-329-25383-4
90000
Research Interests

Future Learning

CCreation
CCConsumption Communication

CCreation
CCConsumption Communication
Consumptive
Society
Communicative
(Information)
Society
Creative
Society

Creative
Society
People could create their own goods, tools, concepts,
knowledge, mechanisms, and ultimately, the future with
their own hands.
Creation would no longer be limited to just companies,
organizations, and government, but could be performed by
each and every individual according to their own
satisfaction.
This also means that it is too difﬁcult to survive without
creating anything to solve problems and conﬂicts in the
complex and dynamically changing society.
Everyday Creativity
“Natural Creativity”

Acquiring
Knowledge
Improving
Communication Skills
Enhancing
Creativity
CCCConsumptive
Society
Communicative
(Information)
Society
Creative
Society
Objective of Learning - What is Learned
for understanding
ourselves and world
for building good
relationships with others
for creating better future
(by collaborating
with others)

Learning by
being Taught
Learning by
Communicating
Learning by
Creating
CCCConsumptive
Society
Communicative
(Information)
Society
Creative
Society
Way of Learning - How to Learn
in lecture &
textbook
in debate, presentation &
cross-cultural communication
in creation &
creative project
“Creative Learning”

“Teacher” “Facilitator” “Generator”
CCCConsumptive
Society
Communicative
(Information)
Society
Creative
Society
Role of Educators - How to Support Learning
teaching 
to students
facilitating communication
among students
Generating ideas
with students
in a project

Consumptive
Society
Communicative
(Information)
Society
Creative
Society
Acquiring
Knowledge
Improving
Enhancing
Creativity
Objective of
Learning
What is Learned
Learning by
being Taught
Learning by
Communicating
Learning by
Creating
Way of
Learning
How to Learn
Role of
Educators
How to Support
Learning
Overview of Future Learning

Acquiring
Knowledge
Improving
Enhancing
Creativity
Objective of
Learning
What is Learned
Learning by
being Taught
Learning by
Communicating
Learning by
Creating
Way of
Learning
How to Learn
Role of
Educators
How to Support
Learning
Pattern Language
as New Tools for Learning & Education

Pattern Language
Pattern language is a set of vocabulary describing practical
knowledge of designing in a certain domain.

LearningPresentation
7348457813129
ISBN 978-1-312-73484-5
90000
Systems (1998).
【Environment and Preperation】
1．Comfortable Kitchen
2．Cooking Buddy
3．Assistant Tools
4．Freezing the Peak
5．Preparation Stock
6．Surplus Cycle
7．Stock Up Tastes
8．Roots of Taste
9．Break Down the Dish
【Menu Design and Ingredients】
10．Ingredient-Driven Ideas
11．Another Dish
12．Adapting to Tastes
13．Real Taste of Ingredients
14．Out of Fridge
15．Alternative Ingredients
16．Uniform Bites
17．Color Enhancer
18．Assortment of Textures
【Cooking Process】
19．Awareness of Consistency
20．Sneak-Peek Bite
21．Touching Test
22．Read the Bubbles
23．Clear Sign
24．Two-Step Grilling
25．Secret Ingredient
26．A Sprinkle of Zest
27．Good till the Last Bite
Cooking
Patterns
Ver. 0.50
January 2016
ilab-cook@sfc.keio.ac.jp
Cooking Patterns Project
Iba Lab, Keio University × Cookpad Inc.
A Pattern Language for Everyday Cooking
CookingPatterns-APatternLanguageforEverydayCooking
Collaboration Cooking
Living well
with Dementia
Surviving
Earthquakes
Change
Making
Innovative
Project

Each pattern that describe, in a certain context,
what kind of problem frequently occurs, and
what is a good solution for the problem.
Context ......................................
Solution ........................................
Problem ........................................
Consequence ................................
In this context
Therefore
As a result

Context
Problem
Solution
Context
Problem
Solution
Context
Problem
Solution
Context
Problem
Solution
Context
Problem
SolutionContext
Problem
Solution
Context
Problem
Solution
Context
Problem
Solution
Context
Problem
Solution
Context
Problem
Solution
pattern
pattern
pattern
pattern
pattern
pattern
pattern
pattern
pattern
pattern
Context ......................................
Solution ........................................
Problem ........................................
Consequence ................................
In this context
Therefore
As a result
Pattern Name
Pattern
Name
Pattern
Name Pattern
Name
Pattern
Name
Pattern
Name Pattern
Name
Pattern
Name
Pattern
Name
Pattern
Name
Pattern
Name

Pattern LanguageAs an Example of a

A Pattern Language for
Creative Collaborations
Takashi Iba with Iba Laboratory,
Collaboration Patterns: A Pattern
Language for Creative Collaboration,
CreativeShift Lab, 2014
Creative Collaboration
Create a Legend
Response Rally
Return of Growth
Mission for the Future
Growth Spiral
Feeling of
Togetherness
Spontaneous
Commitments
Innovative Ways
Sympathetic Union
Part to Contribute
Loose Connections
Vulnerability
Disclosure
Loaf of Time
Chaotic Path to
Breakthrough
Words of Thanks
Collaborative Field
Ideas Taking Shape
Emergence Vigor
Activity Footprints
Inside Innovator
Quality Line
Beyond Expectations
Context of the World
Creative Clashes
Project Followers
Endurance to
Continue Creating
Power to
Change the World
Generative
Destruction
Strategic
Developments
Polishing Senses
Loaf of Time
Chaotic Path to
Breakthrough
Roadmap to the Goal
Collaborative Field
Ideas Taking Shape
Improvised Roles
Activity Footprints
Inside Innovator
Spadework for
Creativity
34 patterns for designing
creative collaboration
How to create something great together with others as a team

No.28
学びの共同体をつくる
Community of Learning
独りで学ぶ必要なんてない。
Dialogue Workshop with the Collaboration Patterns
Reﬂect on your experience by listening to
the following introduction of each pattern.
Let’s try!
Later, you will share the
episodes of your
experience to others

Collaborative Field
Creating a space that is
ready for intellectual excitement.
The team is looking for a space to work
on the project.
▼ In this context
It is rare to find a place that perfectly fits
what the team needs to become creative.
▼ Therefore
Create with the team a place where
members can have fun working
creatively to be free to concentrate to
the fullest extent.
▼ Consequently
An attractive working space will trigger
the creativity of members, and an
Emergence Vigor (14) will likely occur.
Collabo
Pattern
Creating a space that is ready
for creative excitement.
creatively to be free to concentrate
to the fullest extent.
Collaborative Field The tea
work on
It is rare
fits wha
creative

Feeling of Togetherness
The feeling of creating
the project together as a team.
The project has started, and each member
is working on his/her tasks.
▼ In this context
Teams with members working separately
on a division-of-labor basis will suffer a
lack of feeling as a team, and gaps
between individual tasks will occur.
▼ Therefore
Besides the individual tasks, organize
opportunities for the team to share
common experiences working on the
project.
▼ Consequently
Members can experience the feeling that
the team is working together toward a
common goal.
Col
Pat
Besides the individual tasks, orga-
nize opportunities for the team to
share common experiences working
on the project.
Feeling of
Togetherness
The
mem
Tea
rate
will
and
will

Chaotic Path to  
Breakthrough
A new path awaits beyond the struggle
of not knowing what to do.
The project is stuck and is making slow
or no progress.
▼ In this context
Considering the project’s schedule and
efficiency, you become tempted to settle
at a quality that is lower than the team’s
usual standards.
▼ Therefore
Recapture the current situation as a
chance to innovate new ways; stay
where you are and thoroughly think
through the situation.
▼ Consequently
New ideas, new methods, new values
will be created in the world.
C
P
Chaotic Path to
Breakthrough

Collaboration
Patterns
No.16
Creation Process
Creating a space that is ready
for creative excitement.
creatively to be free to concentrate
to the fullest extent.
Collaborative Field The team is looking for a space to
work on the project.
It is rare to find a place that perfectly
fits what the team needs to become
creative.
In this context
Therefore
Colla
Patte
Besides the individual tasks, orga-
nize opportunities for the team to
share common experiences working
on the project.
Feeling of
Togetherness
The p
mem
Team
rately
will su
and g
will o
Chaotic Path to
Breakthrough
Share the Episodes of Your Experience

experience
as a whole
experience
as a whole
pattern pattern
pattern
pattern
Pattern Language
as Vocabulary for
Communication
pattern
Peer Learning
with Pattern Languages
Using patterns for learning from others,
not only from the patterns themselves

Sharing the stories of experience of collaboration
with Collaboration Pattern Cards

Using the Collaboration Patterns
In Junior High School, Japan
http://creativeshift.co.jp/interview/1026/

Peer Learning
A Case of the Learning Patterns

Iba, T. and Iba Laboratory, Learning Patterns: A Pattern
Language for Creative Learning, CreativeShift, 2014
40 patterns for creative learning

Opportunity for Learning
Opportunities for learning are created,
not chanced upon or waited for.
You are ready to learn, and perhaps you
have a few expectations.
▼ In this context
There are few good opportunities for
learning compared to your expectations.
▼ Therefore
Create your own opportunities for
learning based on your interests.

Learning by Creating
Learn through actively creating,
rather than through memorization.
You have started to learn, and maybe you
want more excitement.
▼ In this context
You are not willing to learn just by
acquiring knowledge and skills.
▼ Therefore
Launch and implement your own
project to improve your knowledge
and skills.

Two heads or more are likely
better than one.
You’ve realized that what you are
starting to work on is a challenging
problem or activity.
▼ In this context
What you want to study is too big and
too difficult to explore alone.
▼ Therefore
Build a community of learning with
people who share similar interests.

Dialogue Workshop
with the Learning Patterns
1,000 freshmen participate in dialogue workshops with using the
Learning Patterns every year, for past 7 years (Keio University)

SFC (Shonan Fujiswa Campus), Keio University
There are three faculties having 1,000 freshmen in total every year:
• Faculty of Policy Management
• Faculty of Environment and Information Studies
• Faculty of Nursing and Medical Care
For past 7 years, all freshmen in our campus
participated in our dialogue workshop with 
the Learning Patterns

Preparation for Dialogue Workshop
Circle all patterns that
you have experienced.
Also, put a start mark on just
5 patterns that you want to
gain in the near future.
* Consider “learning” in a
broad sense, including skill
development of music,
sports, hobby, social
activities, and so on.
19 A Bug’s-Eye & Bird’s-Eye View
20 Hidden Connections
21 Triangular Dig
22 Passion for Exploration
23 Brain Switch
24 Fruit Farming
25 Attractive Expressions
26 The First-Draft-Halfway-Point
27 Acceleration to the Next
28 Community of Learning
29 Serendipitous Encounters
30 Good Rivals
31 Talking Thinker
32 Leaning by Teaching
33 Firm Determinations
34 Questioning Mind
35 The Right Way
36 Brave Changes
37 Frontier Finder
38 Self-Producer
39 Be Extreme!
0 Creative Learning
1 Opportunity for Learning
2 Learning by Creating
3 Open Learning
4 Jump In
5 Copycat Learner
6 Effective Asking
7 Output-Driven Learning
8 Daily Use of Foreign Language
9 Playful Learning
10 Tornado of Learning
11 Chain of Excitement
12 Quantity brings Quality
13 Skill Embodiment
14 Language Shower
15 Tangible Growth
16 Thinking in Action
17 Prototyping
18 Field Diving
Name
Circle all patterns that you have experienced.
Also, put a star mark on just 5 patterns that you want to gain in the near future.
* Consider “learning” in a broad sense, including skill development of music, sports, hobby, social activities, and so on.
For Workshop
Yukichi Fukuzawa

• Look for the person who has experienced
the learning patterns you want to gain.
Listen to their experience of the learning.

• Tell your experience of learning, if you
meet the people who want to gain the
learning patterns you have experienced.

1,000 freshmen participate in dialogue workshops with using the
Learning Patterns every year, for past 7 years (Keio University)

Did you learn something new about the way of learning,
when you read the book of the Learning Patterns?
Survey after the Dialogue Workshop, 2017 (N = 710)
Strong agree + Agree = 92.4%
Do you think it was important for you to listen to the learning
experiences of others, in order to help you think about your
own way of learning?
About the five patters you have chosen; are you now able to
imagine clearly how you can actually take action?

Takashi Iba, “Peer Learning via Dialogue with a Pattern Language”
in the 7th International Conference on Collaborative Innovation Networks (COINs17), 2017
Did you feel that the Learning Patterns helped you to tell
someone your own stories of learning in the dialogue?
All in all, was it enjoyable for you to read the Learning
Patterns and to have the dialogue with others?
Survey after the Dialogue Workshop, 2017 (N = 710)

Iba, T. (2015) “Pattern Languages as Media for Creative Dialogue:
Functional Analysis of Dialogue Workshops,” in Peter Baumgartner,
Richard Sickinger (eds), PURPLSOC: The Workshop 2014, pp.236-255
Functional Analysis and Qualitative Study of
Dialogue Workshop with a Pattern Language
PDF of the proceedings is available at: http://www.purplsoc.org/the-books/

LearningPatterns:APatternLanguageforCreativeLearning(ver.1.00)
A Pattern Language
for Creative Learning
Ver. 1.00
Sep, 2014
learningpatterns@sfc.keio.ac.jp
patterns
Creative Learning
Open Learning
Jump In
Copycat Learner
Effective Asking
Output-Driven Learning
Daily Use of Foreign Language
Playful Learning
Tornado of Learning
Chain of Excitement
Quantity brings Quality
Skill Embodiment
Language Shower
Tangible Growth
Thinking in Action
Prototyping
Field Diving
A Bug’s-Eye & Bird’s-Eye View
Hidden Connections
Triangular Dig
Passion for Exploration
Brain Switch
Fruit Farming
Attractive Expressions
The First-Draft-Halfway-Point
Acceleration to the Next
Serendipitous Encounters
Good Rivals
Talking Thinker
Leaning by Teaching
Firm Determinations
Questioning Mind
The Right Way
Brave Changes
Frontier Finder
Self-Producer
Be Extreme!
0
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2
3
4
5
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7
8
9
10
11
12
13
14
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30
31
32
33
34
35
36
37
38
39
ver.
1.00
A Pattern Language
for Creative Learning patterns
Learning Patterns
A Pattern Language for Creative Learning
CreativeShiftIBALearningPatterns―APatternLanguageforCreativeLearning
4. Jump In
22. Passion for Exploration
35. The Right Way
7. Output-Driven Learning
31. Talking Thinker
14. Language Shower
21. Triangular Dig
17. Prototyping
12. Quantity brings Quality
24. Fruit Farming
27. Acceleration to the Next
30. Good Rivals
5. Copycat Learner
6. Eﬀective Asking39. Be Extreme!
38. Self-Producer
34. Questioning Mind
36. Brave Changes
8. Daily Use of Foreign Language
9. Playful Learning
33. Firm Determinations
32. Learning by Teaching
13. Skill Embodiment
15. Tangible Growth
11. Chain of Excitement
10. Tornade of Learning
16. Thinking in Action
18. Field Diving
20. Hidden Connections
19. A Bug’s-Eye & Bird’s-Eye View
37. Frontier Finder
23. Brain Switch
26. The First-Draft-Halfway-Point
25. Attractive Expressions
28. Community of Learning
29. Serendipitous Encounters
3. Open
Learning
0. Creative Learning
2. Learning
by Creating
1. Opportunity
for Learning
Core
Start to
Learn
Learning
in Practice
Chain of
Learning
Skill
Development
Action
Learning
Abductive
Thinking
Creative
Process
Power to
Complete
Peers for
Learning
Interpersonal
Learning
Reflective
Thinking
Grow to
be Unique

Experience Chart of the Learning Patterns
1. Opportunity for Learning
2. Learning by Creating
3. Open Learning 4. Jump In
5. Copycat Learner
6. Effective Asking
7. Output-Driven Learning
8. Daily Use of Foreign Language
9. Playful Learning
10. Tornado of Learning
11. Chain of Excitement
12. Quantity brings Quality
13. Skill Embodiment
14. Language Shower
15. Tangible Growth
16. Thinking in Action
17. Prototyping
18. Field Diving
19. A Bug’s-Eye & Bird’s-Eye
20. Hidden Connections
21. Triangular Dig
22. Passion for Exploration
23. Brain Switch
24. Fruit Farming
25. Attractive Expressions
26. The First-Draft-Halfway-Point
27. Acceleration to the Next
28. Community of Learning
29. Serendipitous Encounters
30. Good Rivals
31. Talking Thinker
32. Learning by Teaching
33. Firm Determinations
34. Questioning Mind
35. The Right Way
36. Brave Changes
37. Frontier Finder
38. Self-Producer
39. Be Extreme! Core
Start to
Learn
Learning
in Practice
Chain of
Learning
Skill
Development
Action
Learning
Abductive
Thinking
Creative
Process
Power to
Complete
Peers for
Learning
Interpersonal
Learning
Reflective
Thinking
Grow to
be Unique
How many
patterns are
chosen in
this group
1
0
2
3
Learning Patterns
A Pattern Language for Creative Learning
CreativeShiftIBALearningPatterns―APatternLanguageforCreativeLearning

No.1 Opportunity for Learning
No.2 Learning by Crea6ng
No.3 Open Learning
No.4 Jump In
No.5 Copycat Learner
No.6 Eﬀec6ve Learning
No.7 Output-Driven Learning
No.8 Daily Use of Foreign Language
No.9 Playful Learning
No.10 Tornado of Learning
No.11 Chain of Excitement
No.12 Quan6ty brings Quality
No.13 Skill Embodiment
No.14 Language Shower
No.15 Tangible Growth
No.16 Thinking in Ac6on
No.17 Prototyping
No.18 Field Diving
No.19 A Bug's-Eye & Bird's-Eye View
No.20 Hidden Connec6ons
No.21 Triangular Dig
No.22 Passion for Explora6on .
No.23 Brain Switch
No.24 Fruit Farming
No.25 Arac6ve Expressions
No.26 The First-Dra]-Halfway-Point
No.27 Accelera6on to the Next
No.28 Community of Learning
No.29 Serendipitous Encounters
No.30 Good Rivals
No.31 Talking Thinker
No.32 Learning by Teaching
No.33 Firm Determina6ons
No.36 Ques6oning Mind
No.37 Fron6er Finder
No.38 Self-Producer
No.39 Be Extreme!
Iba, T. and Yoshikawa, A. (2016) “Understanding the Functions of Pattern Language with Vygotsky’s Psychology: Signs, The Zone
of Proximal Development, and Predicate in Inner Speech,” 23rd Conference on Pattern Languages of Programs (PLoP2016).
Have Experienced
Want to Gain

No.3 Open Learning
No.4 Jump In
No.17 Prototyping
No.18 Field Diving
No.23 Brain Switch
No.24 Fruit Farming
No.30 Good Rivals
No.38 Self-Producer
No.39 Be Extreme!
Have Experienced
Want to Gain

No.3 Open Learning
No.4 Jump In
No.17 Prototyping
No.18 Field Diving
No.23 Brain Switch
No.24 Fruit Farming
No.30 Good Rivals
No.38 Self-Producer
No.39 Be Extreme!
Expansion of Experience
(1.5 years later)
(When Entering the Univ.)
Have ExperiencedExperience Chart of the Learning Patterns

No.3 Open Learning
No.4 Jump In
No.17 Prototyping
No.18 Field Diving
No.23 Brain Switch
No.24 Fruit Farming
No.30 Good Rivals
No.38 Self-Producer
No.39 Be Extreme!
Iba, T. and Yoshikawa, A. (2016) “Understanding the Functions of
Pattern Language with Vygotsky’s Psychology: Signs, The Zone of
Proximal Development, and Predicate in Inner Speech,”  
23rd Conference on Pattern Languages of Programs (PLoP2016).
Students after
1 year in College
Students after
1.5 years in College
Students after
2 years in College
Students after
3 years in College
Students after
4 years in College
Students after
5 years in College

No.3 Open Learning
No.4 Jump In
No.17 Prototyping
No.18 Field Diving
No.23 Brain Switch
No.24 Fruit Farming
No.30 Good Rivals
No.38 Self-Producer
No.39 Be Extreme!
Self-Scaffolding to the Zone of Proximal Development
with a Pattern Language
Have Experienced
Want to Gain
Iba, T. and Yoshikawa, A. (2016) “Understanding the Functions of Pattern Language with Vygotsky’s Psychology: Signs, The Zone
of Proximal Development, and Predicate in Inner Speech,” 23rd Conference on Pattern Languages of Programs (PLoP2016).
Zone of Proximal
Development
What learners can do
with guidance or with help
Present Level
of Development
Feel the strong emotion of accom-
plishment, which will motivate your
learning.
Excitement comes to people
who crave for it.
Chain of Excitement

Self-Improvement
A Case of the Presentation Patterns

A Creative Presentation uses the knowledge and experience of
the audience to inspire the realization of something new. Such a
presentation can encourage the audience to realize and take
action towards the future. However, as a presentation has limited
words, how is such innovation possible? The secrets are scribed
in this book.
Presentation Patterns presents 34 distinct patterns that show
tips, methods, and views for a Creative Presentation. The
Presentation Patterns are written as a pattern language that
The Presentation Patterns introduced here is a pattern language
to help ensure a Creative Presentation. Along with discovering
methods to give an effective presentation, we hope you can also
imagine the possibilities that pattern languages offer. Read
through the pages and use any or all of the Presentation
Patterns to make your presentation creative.
(2014), Collaboration Patterns (2014), and many academic
books in Japanese such as the bestselling Introduction to
Complex Systems (1998).
Presentation Patterns
A Pattern Language for Creative Presentations
CreativeShiftIBAPresentationPatterns―APatternLanguageforCreativePresentations
http://www.amazon.com/dp/1312459182/
Takashi Iba with Iba Laboratory, Presentation
Patterns: A Pattern Language for Creative
Presentation, CreativeShift Lab, 2014

experience
as a whole
pattern
pattern pattern
pattern
Pattern Language
as Glasses of
Recognition
Pattern Languages Can Change our Recognition

Analyzing good presentations
with Presentation Pattern Cards

with the Presentation Patterns
A class for high school students

A workshop for high school teachers
with the Presentation Patterns

Pattern Languages Support for Design & Improvement
What
Why How
Who
When Where
何を
誰が
なぜ
どこでいつ
どのように
「つくる」ことの
本質的な一部
「つくる」ことの
背景にあたる部分
Who
When Where
誰が
どこでいつ
What
Why How
何を
なぜ
どのように
What
Why How
何を
なぜ
どのように
What
Why
How
何を
なぜ
どのように
What
Why How
何を
なぜ
どのように
What
Why
How
何を
なぜ
どのように
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何を
なぜ
どのように
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何を
なぜ
どのように
What
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How
何を
なぜ
どのように
What
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How
何を
なぜ
どのように
as a whole
pattern
pattern pattern
pattern
Pattern Language
as Glasses of
Recognition
as a whole
attern
pattern pattern
pattern
experience
as a whole
pattern
pattern pattern
pa
Pattern Language
as Glasses of
Recognition
pattern
pattern pattern
pattern
Pattern Language
as Glasses of
Recognition

Collaborating to improve
their own presentations
with the Presentation Pattern
A workshop for graduate students

1
PRESENTATION
広島修学旅行の学習発表会
パターンを認識することで、ゴールのイメージをもつことができる。上)
メインメッセージが明確になり、準備もスムーズに進む。(下)
発表会は、９人のグループで一つのプレゼンを創り上げていく形をとっ
た。ただし発表自体は３人×３回で行う。パターンに沿って活動を考えて
いくことで、対話が促進され、協同作業の質を飛躍的に高める。(表紙の
写真)
授業の始めに
[いば先生のわくわくプ
レゼン教室・上]を読み
合わせるところから、学
習をスタート。
メインメッセージを考
え、それ聴き手にプレゼ
ントとして届けること。こ
れからの活動につい
て、ゴールのイメージ
を、みんなで共有しまし
た。
2
パターンを使うことの利点が強く感じられたのは、カンファランスの場面だ。
例えば、行き詰っているグループへ教師が支援に入る時、パターンが共通
言語となることで、問題状況の把握から解決に至るまでの道筋を、非常にス
ムーズに子どもたちへ示すことができる。しかも、パターンを使ったアドバイ
スは、教師による子どもへの一方的な提案とはならずに、子どもたちが、自
身のもつ創造性を引き出していくきっかけとなる。
極端に言えば、「このパターンについてどう考えている？」という質問をす
るだけで、子どもたちは自ら考え始め、プレゼンの質を積極的に高めていこ
うとするのである。パターンがまさに触媒となって、グループの中に前向きな
コミュニケーションが連鎖していく。
ピア・カンファランス(子ども同士のカンファ)の場合には、一層パターンの
素晴らしさが認められる。パターンを使って対話しながら活動を進めることで、
子どもが自分たちの力で軌道修正を繰り返しながら、プレゼンを創り上げて
いくことができる。結果として、その場には良質なコミュニケーションが溢れ、
教師の指導的役割は、相対的に小さくなっていくことになる。（事実、私の授
業中の主な仕事は、彼らの指定した資料のカラーコピーを準備することであ
った…。）
パターン・ランゲージは小学校における様々な授業に活用できると考えら
れるが、とりわけワークショップ・スタイルの授業との親和性が高いようだ。
ここで言うワークショップ・スタイルとは、「子どもが、自分で学習課題を定
め、自己評価を繰り返しながら、教師やクラスメイトと協同的に学習を進め
ていく授業形態」のことで、桐朋小学校ならば「リーディング・ワークショップ
(読書家の時間)」「ライティング・ワークショップ(作家の時間)」「社会科ジグソ
ー学習」「算数学びあい」、そして今回のプレゼンの授業などを指す。つまり、
ミニレッスン⇒子ども自身の活動⇒リフレクションのサイクルを繰り返す授業
である。このミニレッスンの中にパターンが明示されることで、その後の子ど
もの学習が、より楽しく、生き生きとした主体的・共同的・創造的な活動へと、
引き上げられていくと思われる。 (桐朋小学校束原和郎)
診断と本番
毎回新しいパターンを
読み合わせ、５～６時間
後には、パターンに基づ
いて、自分たちのプレゼ
ンを診断しました。改善
点を子ども自身の目で
発見し、主体的にプレゼ
ンの質を高めていきま
す。そして、最後のパ
ターンを紹介。「自信
をつくる」、自主学習で
各自が練習に励み、
本番を迎えます。自学
パターンとのコラボも
実現することとなりま
した。
Collaborating to design their own presentations
with the Presentation Pattern
The Case of Elementary School (12 years old)

Pattern Language 1.0
Since the late 1970s
Architecture
Software
Human Action
Three Generations of Pattern Language Approach

A Pattern Language in Architecture, since 70’s
124. Activity Pockets **
The life of a public square forms naturally
around its edge. If the edge fails, then the
space never becomes lively.
In more detail: people gravitate naturally
toward the edge of public spaces. They do not
linger out in the open. If the edge does not
provide them with places where it is natural to
linger, the space becomes a place to walk
through, not a place to stop. It is therefore clear
that a public square should be surrounded by
pockets of activity: shops, stands, benches,
displays, rails, courts, gardens, new racks. In
effect, the edge must be scalloped.
Therefore:
Surround public gathering places with
pockets of activity --- small, partly enclosed
areas at the edges, which jut forward into the
open space between the paths, and contain
activities which make it natural for people to
pause and get involved.
Christopher Alexander
/ C. Alexander, S. Ishikawa, M. Silverstein, with M. Jacobson,
I. Fiksdahl-King, and S. Angel, A Pattern Language: Towns,
Buildings, Construction, Oxford University Press, 1977
“Pattern Language 1.0”

Ward CunninghamKent Beck
Kent Beck & Ward Cunningham, “Using
Pattern Languages for Object-Oriented
Program”, OOPSLA '87, 1987
Gang of Four
Erich Gamma, Richard Helm, Ralph
Johnson, John M. Vlissides, Design
Patterns: Elements of Reusable
Object-Oriented Software, Addison-
Wesley Professional, 1994
Software Patterns, since late 80’s

Joseph Bergin
Linda RisingMary Lynn Manns
Manns, M. L., and Rising, L., Fearless Change: Patterns
for Introducing New Ideas. Addison-Wesley, 2005
Pedagogical Patterns Editorial Board, Pedagogical Patterns:
Advice For Educators, Createspace., 2012
Educational and Organizational Patterns, since late 90’s - 2000’s

Systems (1998).
Human Action Patterns, created by Iba Lab
Learning
Patterns
Collaboration
Patterns
Presentation
Patterns
Survival
Language
Change Making
Patterns
7348457813129
ISBN 978-1-312-73484-5
90000
Words for
a Journey
2538347813299
ISBN 978-1-329-25383-4
90000
Pattern Illustrating
Patterns
Project Design
Patterns

Search for Places to Shape Your Future
A Pattern Language for Designing Way of Living
New!
Takashi Iba, Tomoko Kubo, “Search for Places to Shape Your Future: A Pattern
Language for Designing Way of Living,” Pursuit of Pattern Languages for
Societal Change conference 2017 (PURPLSOC2017), Krems, Austria, 2017
Page 5 of 10
Figure 6: Pattern Illustrating in the phase of Pattern Symbolizing
3. Patterns
A.
No. Pattern Name Pattern Illustration Context, Problem, and Solution
A1 Favorite Things
You are starting to think about your future direc-
tion. In this context, putting too much value on so-
cietal expectations and other people’s opinions
can hinder you from living your life as you like it.
Therefore, start thinking about your future direc-
tion based off of things you are passionate about
and things that are important to you.
A2 Reflective Mining
You have activities that you enjoy doing. In this
context, although you enjoy those activities, you
cannot imagine a realistic future in which you pur-
sue them as a career. Therefore, find the general
direction of your interests by identifying the es-
sential elements in the activities that you enjoy.
A3 Role Model Search
You are thinking about what kind of future direc-
tion would be good for you. In this context, if you
base your imagination on your past experiences,
you will limit your options to things that you al-
ready know. Therefore, find people whose way of
living or work you admire, analyze which part of
their ways of thinking or actions you admire, and
incorporate them into your life.
A4 Daily Inspiration
You want to incorporate your interests into your
future career. In this context, if you put off think-
ing about it, you may not be able to find the op-
portunity to connect your interests to your career
path. Therefore, when you encounter something
that you find interesting in you daily life, and
deepen your understanding of it.
A5 Relevance in Society
You want to incorporate your interests into your
future career. In this context, you don t know how
your interests are relevant to society or how it can
be incorporated into a career. Therefore, learn
how the things you are interested are used or prac-
ticed in society, through exploring related news,
books, etc.
27 patterns for career design

Active Learning Patterns for Teachers
New!
Takashi Iba, Yoshihiro Utsunomiya, “Active Learning Patterns for Teachers,”
Pursuit of Pattern Languages for Societal Change conference 2017
(PURPLSOC2017), Krems, Austria, 2017
45 patterns for career design
Active
Learning
Patterns
for Teachers
CreativeShift
1117ALPS1
アクティブ・ラーニングのための
パターン・ランゲージ
《教師編》
[1]
生徒を中心にする
(A1-3)
[2]
心をひらく場にする
(A4-6)
[3]
興味の原石を見つける
(A7-9)
[4]
広がる面白さを味わう
(A10-12)
[5]
自分と学びをつなげる
(A13-15)
[6]
変わっていける力をつける
(B1-3)
[7]
動き出すきっかけをつくる
(B4-6)
[8]
いまの自分の世界を広げる
(B7-9)
[9]
自分を超える挑戦をする
(B10-12)
[10]
成長し続ける力をつける
(B13-15)
[11]
教師のあり方を考える
(C1-3)
[12]
重点を変える
(C4-6)
[13]
生徒とともにつくる
(C7-9)
[14]
いきいきとした学びをつくる
(C10-12)
[15]
教師同士で高めあう
(C13-15)
Active Learning Patterns for Teachers
経験チャート
ALP Assessment
ALP Booklet
ALP Cards
▼その状況において
▼そこで
生徒が授業の進め方や目的に疑問を感じていると、
授業に対する積極性が低下し、主体的な学びにはつ
ながらない。
授業中に、生徒から薄い反応しか返ってこない。
一緒に改善
自分だけが授業をつくっている
のではない。
その場に関する自分の気持ちや迷いを素直に口に出
してみて、生徒の意見を聞き、対話をしながら一緒
によりよい授業につくり直していく。
ともに高めあい、変わり続ける
ー
生徒とともにつくる
C9
▼そこで
授業で知った概念を単純に覚えることを続けていて
も、なかなか使える知識として定着させることはで
きない。
新しい考え方や概念を教えている。
概念の体験
学んだ知識を使ってみると、
自分事になる。
学ぶべき概念を知ったあと、それを体現する機会を
つくる。
一段上へ引き上げるーいまの自分の世界を広げるB8
▼そこで
苦手なことをつぶしていき、まんべんなくできるよ
うにするということを重視すると、学ぶことは苦し
いことだという印象が強くなる。
学ぶ楽しさを感じてほしい。
好きの深掘り
知りたい、わかりたい
という欲求に素直になる。
「知りたい」「わかりたい」という欲求を呼び起こし、
学ぶことの楽しさを味わう経験をもてるように、好
きなテーマを徹底的に掘り下げる機会をつくる。
学びたい心を見つけ、育てるー興味の原石を見つける
A8
A3
Growth
in the long run
You want your students to acquire essential skills
to live well in the future society. In this context, it
might not be easy for teachers to focus on the
training for long-term results, especially when
they have to show some visible results of their
teaching in the coming exams and so on. There-
fore, find out an ability which would be very im-
portant for students’ future, share its significance
with their parents and incorporate it into the class
activities and the assessments.
A4 Everyday talk
You want to know more about your students. In
this context, however, talking about the class dur-
ing the break time may not help you so much to
understand your students. Therefore, enjoy the
conversation with your students, in the way you
usually talk with the people who you are personal-
ly interested in.
A5 Friendly neighbors
You want to design a class in which students in-
fluence each other to improve themselves. In this
context, it might be difficult for some students to
express themselves in class when they worry too
much about what other people would think.
Therefore, create opportunities for students to
gradually build good relationships with each other
to be able to feel relaxed to talk about themselves.
A6 Natural Response
You expect your students to concentrate on the
class and learn things more deeply. In this con-
text, students could easily lose their concentration,
especially when they are supposed to sit still in
the chair, keep quiet and just listen to the teachers.
Therefore, create some activities for students to
talk and move actively in class and let them feel
free to express their physical and psychological
reactions.
A7 Signs of Interest
You want to figure out what actually interests the
students. In this context,, you may simply ask
your students about their current interests, but it is
sometimes difficult even for them to understand
their preference and express it in their own words.
Therefore, give attention to the emotional changes
in your students during the class and ask them
later on why they reacted strongly on a specific
topic or activity.
A8 Curiosity Digging
You want students to enjoy learning. In this con-
text, students may get a negative impression about
learning, if they are always asked to study differ-
ent subjects thoroughly and get rid of all the weak
points by studying harder. Therefore, create op-
portunities for them to learn about things which
they are truly interested in, in order to let them
experience the real fun of learning.
You want to support your students to deepen their

[Learning Patterns]
Creative Learning
Open Learning
Jump In
Copycat Learner
Effective Asking
Playful Learning
Tornado of Learning
Chain of Excitement
Skill Embodiment
Language Shower
Tangible Growth
Thinking in Action
Prototyping
Field Diving
Hidden Connections
Triangular Dig
Brain Switch
Fruit Farming
Good Rivals
Talking Thinker
Leaning by Teaching
Firm Determinations
Questioning Mind
The Right Way
Brave Changes
Frontier Finder
Self-Producer
Be Extreme!
Main Message
Touching Gift
Image of Success
Storytelling
Exploration of Words
Visual Power
Dramatic Modulation
Unexpected Evolution
Doors of Mystery
Beautiful Clarity
Perfect Portion
Cherry on Top
Mind Bridge
Reality Sharing
Participation Driver
Quality in Details
Expression Coordinator
Discomfort Removing
Significant Void
Activation Switch
Take-Home Gift
Stage Building
Reminders of Success
Construction of Confidence
Presentership
Best Effort
Personally for You
Invitation to the World
Improvised Presentation
Reflecting Forwards
Unique Presenter
Aesthetics of Presenting
Be Authentic!
[Survival Language]
Survival Action Gift
Safe Sleep Zone
Storage Area
Door Space
Reverse L-Shape Lock
Biting Lock
Roots of TV
Extrastock
Daily Use of Reserves
Crowbar
Life over Furniture
Evacuation Before Fire-Fighting
Armadillo Pose
Cover and Lock
Kick Signal
Evacuation Initiator
Repetition of Better Decision
[Change Making Patterns]
Know Yourself
Yes, and
Energy Checkup
Microvision
Trust Your Instinc
Idol Imitation
Juice Work and Life
Frontiership
Detective Eyes
Market Research
3W1H
Leverage Point
Field Diving
Quick Actions
Training for Innovation
Sustainable System
Root Rediscovery
Roadmap to the North Star
Success Prototyping
Invite Aliens
Excitement Delivery
Trusteam
Stage Setting
Pile of Efforts
Obsession with Everything
Inspire Evangelists
Passion Teller
Outcome Measurer
Outcome Measurer
Medium Communication
Idea Catcher
Professionalism [Generative Beauty]
Make Magic!
Charming Point
Superstar
Starting Item
Finishing Touch
Harmony with the Season
Bite of Trend
[Pattern Illustrating Patterns]
Can-Do List
Daily Chore
Self-Reflecting Room
Favorite Place
Voice of Experience
Turning the Tide
Live in the Moment
Self-Intro Album
Own Way of Expressing
Gift of Words
Going Together
Team Leader
Family Expert
The Three Consultants
Disclosing Chat
Chance to Shine
Preparation for the Dream
Make it Funny
Usual Talk
The Seen World
Personal Time
Emotion Switch
Casual Counseling
Special Day
Generational Mix
The Amusement Committee
Hint of Feelings
Job-Specific Contributions
On-the-Spot Helper
Encouraging Supporter
Personal Connections
Mix-Up Event
Inventing Jobs
Delivering the Voice
Warm Design
7348457813129
ISBN 978-1-312-73484-5
90000
[Collaboration Patterns]
Innovative Ways
Create a Legend
Growth Spiral
Sympathetic Union
Response Rally
Part to Contribute
Vinyl Lavatory
Breaker Off
Contact by Any Means
[Presentation Patterns]
Creative Presentation
Return of Growth
Spontaneous Commitments
Loose Connections
Vulnerability Disclosure
Words of Thanks
Emergence Vigor
Loaf of Time
Collaborative Field
Activity Footprints
Chaotic Path to Breakthrough
Ideas Taking Shape
Inside Innovator
Roadmap to the Goal
Improvised Roles
Spadework for Creativity
Power to Change the World
Quality Line
Creative Clashes
Generative Destruction
Beyond Expectations
Project Followers
Strategic Developments
Endurance to Continue Creating
Polishing Senses
[Words For a Journey]
A New Journey
The First Step
Departure Announcement
Travel Plan
Fellow Travelers
Personal Attributes
Guaranteed Fashion
Hint Harvesting
Metamorphosis
Cinderella Makeover
Go Natural
Small Accomplishments
Treat Time
Positive Thinking
Courage to Leave
Compatibility Test
Smart Shopper
Good Care
Balanced Diet
Body Cycle
Tomorrow’s Body Shape
Fateful Encounters
Personal Wonderland
Concept of the Brand
The Secret Ingredient
Lavish Makeover
Dream Day
Growing with Love
Cheer-up Cookies
Spice it up!
Boot Button
Ignition Question
Feel the Soul
Various Sides
Space Out
Back to the Start
Power from the Past
Role Model
Be Passionate!
My Story
Live Thoroughly
Luminous Intellect
Deep Inner Calm
Candid Sentiments
Noticing Mind
Sunnyspot
Essential Message
Moving Characters
Symbolic Representation
Center Words Hunting
Overall Rough Sketch
Sketches of Details
Image of Motion
Word Association Game
Deciding the Amount
Layout of Space
Instinct Direction
Zooming Out
Lively Peak Capture
Acting Illustrator
Time Symbol
Mood Unity
Consistent Story
Composition Differentiation
Strangeness Busters
Simple Illustration
Illustration Fans
Intriguing Doodles
External Inspiration
Third Person View
Polishing Word Sense
Stock of Expressions
Improving by Drawing
[Holistic Pattern-Mining]
Holistic Pattern Mining
Element Mining
My Own Experience
Posting Notes
Describe it Thoroughly
Re-Mining
Visual Clustering
Deep Connections
Dyadic Comparison
Balance the Islands
Plain Labels

[Learning Patterns]
Creative Learning
Open Learning
Jump In
Copycat Learner
Effective Asking
Playful Learning
Tornado of Learning
Chain of Excitement
Skill Embodiment
Language Shower
Tangible Growth
Thinking in Action
Prototyping
Field Diving
Hidden Connections
Triangular Dig
Brain Switch
Fruit Farming
Good Rivals
Talking Thinker
Leaning by Teaching
Firm Determinations
Questioning Mind
The Right Way
Brave Changes
Frontier Finder
Self-Producer
Be Extreme!
Main Message
Touching Gift
Image of Success
Storytelling
Exploration of Words
Visual Power
Dramatic Modulation
Unexpected Evolution
Doors of Mystery
Beautiful Clarity
Perfect Portion
Cherry on Top
Mind Bridge
Reality Sharing
Participation Driver
Quality in Details
Expression Coordinator
Discomfort Removing
Significant Void
Activation Switch
Take-Home Gift
Stage Building
Reminders of Success
Construction of Confidence
Presentership
Best Effort
Personally for You
Improvised Presentation
Reflecting Forwards
Unique Presenter
Aesthetics of Presenting
Be Authentic!
[Survival Language]
Survival Action Gift
Safe Sleep Zone
Storage Area
Door Space
Reverse L-Shape Lock
Biting Lock
Roots of TV
Extrastock
Daily Use of Reserves
Crowbar
Life over Furniture
Evacuation Before Fire-Fighting
Armadillo Pose
Cover and Lock
Kick Signal
Evacuation Initiator
Repetition of Better Decision
[Change Making Patterns]
Know Yourself
Yes, and
Energy Checkup
Microvision
Trust Your Instinc
Idol Imitation
Juice Work and Life
Frontiership
Detective Eyes
Market Research
3W1H
Leverage Point
Field Diving
Quick Actions
Training for Innovation
Sustainable System
Root Rediscovery
Roadmap to the North Star
Success Prototyping
Invite Aliens
Excitement Delivery
Trusteam
Stage Setting
Pile of Efforts
Obsession with Everything
Inspire Evangelists
Passion Teller
Outcome Measurer
Outcome Measurer
Medium Communication
Idea Catcher
Professionalism [Generative Beauty]
Make Magic!
Charming Point
Superstar
Starting Item
Finishing Touch
Harmony with the Season
Bite of Trend
[Pattern Illustrating Patterns]
Can-Do List
Daily Chore
Self-Reflecting Room
Favorite Place
Voice of Experience
Turning the Tide
Live in the Moment
Self-Intro Album
Own Way of Expressing
Gift of Words
Going Together
Team Leader
Family Expert
The Three Consultants
Disclosing Chat
Chance to Shine
Preparation for the Dream
Make it Funny
Usual Talk
The Seen World
Personal Time
Emotion Switch
Casual Counseling
Special Day
Generational Mix
The Amusement Committee
Hint of Feelings
Job-Specific Contributions
On-the-Spot Helper
Encouraging Supporter
Personal Connections
Mix-Up Event
Inventing Jobs
Delivering the Voice
Warm Design
7348457813129
ISBN 978-1-312-73484-5
90000
[Collaboration Patterns]
Innovative Ways
Create a Legend
Growth Spiral
Sympathetic Union
Response Rally
Part to Contribute
Vinyl Lavatory
Breaker Off
Contact by Any Means
[Presentation Patterns]
Creative Presentation
Return of Growth
Spontaneous Commitments
Loose Connections
Vulnerability Disclosure
Words of Thanks
Emergence Vigor
Loaf of Time
Collaborative Field
Activity Footprints
Chaotic Path to Breakthrough
Ideas Taking Shape
Inside Innovator
Roadmap to the Goal
Improvised Roles
Spadework for Creativity
Power to Change the World
Quality Line
Creative Clashes
Generative Destruction
Beyond Expectations
Project Followers
Strategic Developments
Endurance to Continue Creating
Polishing Senses
[Words For a Journey]
A New Journey
The First Step
Departure Announcement
Travel Plan
Fellow Travelers
Personal Attributes
Guaranteed Fashion
Hint Harvesting
Metamorphosis
Cinderella Makeover
Go Natural
Small Accomplishments
Treat Time
Positive Thinking
Courage to Leave
Compatibility Test
Smart Shopper
Good Care
Balanced Diet
Body Cycle
Tomorrow’s Body Shape
Fateful Encounters
Personal Wonderland
Concept of the Brand
The Secret Ingredient
Lavish Makeover
Dream Day
Growing with Love
Cheer-up Cookies
Spice it up!
Boot Button
Ignition Question
Feel the Soul
Various Sides
Space Out
Back to the Start
Power from the Past
Role Model
Be Passionate!
My Story
Live Thoroughly
Luminous Intellect
Deep Inner Calm
Candid Sentiments
Noticing Mind
Sunnyspot
Essential Message
Moving Characters
Symbolic Representation
Center Words Hunting
Overall Rough Sketch
Sketches of Details
Image of Motion
Word Association Game
Deciding the Amount
Layout of Space
Instinct Direction
Zooming Out
Lively Peak Capture
Acting Illustrator
Time Symbol
Mood Unity
Consistent Story
Composition Differentiation
Strangeness Busters
Simple Illustration
Illustration Fans
Intriguing Doodles
External Inspiration
Third Person View
Polishing Word Sense
Stock of Expressions
Improving by Drawing
[Holistic Pattern-Mining]
Holistic Pattern Mining
Element Mining
My Own Experience
Posting Notes
Describe it Thoroughly
Re-Mining
Visual Clustering
Deep Connections
Dyadic Comparison
Balance the Islands
Plain Labels
10 Years
30+ Pattern Languages
for Human Actions
1000+ Patterns

Learning in Creating
a Pattern Language

Creation Process of the Presentation Patterns (2011)

Creative Presentation Main Message Touching Gift
Image of Success Storytelling Exploration of Words
Visual Power Dramatic Modulation Unexpected Evolution
Doors of Mystery Beautiful Clarity Perfect Portion
Cherry on Top Mind Bridge Reality Sharing
Participation Driver Quality in Details
Expression
Coordinator
DINOSAUR
Discomfort Removing Significant Void Activation Switch
Take-Home Gift Stage Building
Reminders
of Success
Presentership Best Effort
Construction of
Confidence
Improvised
Presentation
Personally for You
Unique Presenter
Aesthetics of
Presenting
Reflecting Forwards
Be Authentic!
Takashi Iba with Iba Laboratory, Presentation
Patterns: A Pattern Language for Creative
Presentation, CreativeShift Lab, 2014
34 patterns for designing creative presentations
A Creative Presentation uses the knowledge and experience of
the audience to inspire the realization of something new. Such a
presentation can encourage the audience to realize and take
action towards the future. However, as a presentation has limited
words, how is such innovation possible? The secrets are scribed
in this book.
Presentation Patterns presents 34 distinct patterns that show
tips, methods, and views for a Creative Presentation. The
Presentation Patterns are written as a pattern language that
The Presentation Patterns introduced here is a pattern language
to help ensure a Creative Presentation. Along with discovering
methods to give an effective presentation, we hope you can also
imagine the possibilities that pattern languages offer. Read
through the pages and use any or all of the Presentation
Patterns to make your presentation creative.
(2014), Collaboration Patterns (2014), and many academic
books in Japanese such as the bestselling Introduction to
Complex Systems (1998).
Presentation Patterns
CreativeShiftIBAPresentationPatterns―APatternLanguageforCreativePresentations

Learning in Creating Pattern Language
”Generator”
in creative project

Creating Own Pattern Language in Education
Patterns for self-directed learning at home
(elementary school, 12 years old)
Pattern Mining - Clustering
in cooperation with Kazuo Tsukahara (2014-2015)
Pattern Writing - Revising
Pattern Writing with Writing Sheet
Improving their self-directed learning
with their own patterns
Yuji Harashima, Tetsuro Kubota, Tasuku Matsumura, Kazuo Tsukahara, and Takashi Iba, "Learning Patterns for Self-directed
Learning with Notebooks," PLoP’14 Proceedings of the 21st Conference on Pattern Languages of Programs, 2014

Creation Process of a Pattern Language
Takashi Iba, Taichi Isaku, “Creating a Pattern Language for Creating Pattern Languages: 364 Patterns for Pattern
Mining, Writing, and Symbolizing,” 23rd Conference on Pattern Languages of Programs (PLoP2016), USA, Oct., 2016

KEYNOTESPEAKERS|JONASLINDEROTH,WORKSHOPS|WORKSHOP1
WORKSHOPS
WORKSHOP 1
“Pattern MiningWorkshop:
How to Find Patterns from Experiences”
Pattern languages have recently been paid attention
to as new tools for learning and creativity. A pattern
language is a set of patterns that describe practical
knowledge in a target domain, where practical
knowledge refers to both the ability to notice
problems as well as to solve them. In creating a
pattern language, it is necessary to go through a
“mining”process in the beginning, to gather contents
of what would eventually be written out as patterns.
Pattern mining is a process to extract the knowledge
Takashi Iba
Iba Lab, Keio University,
Japan
Workshop Leaders Konomi Munakata
Japan
Haruka Mori
Japan
Hitomi Shimizu
Japan
AyakaYoshikawa
Japan
Tomoki Kaneko
Japan
Akiko Kumasaki
Japan
Taichi Isaku
Japan
ofpractice(rulesofthumbandtips)fromexperiences
and cases. Such information is gathered through
miningdialogues(self-reflectionsorinterviews),after
which they are clustered based on similarity, in order
to find out the common points from the extracted
knowledge and organize them. In this workshop,
we provide an opportunity for participants to get an
overviewofhowtocreatepatternlanguages,focusing
on how to mine patterns from personal experiences
andexperiencesfromothers.
02:00 pm – 05:00 pm
Room 4.1.005
Workshops
“Pattern MiningWorkshop: How to Find P
Experiences“ (WS 1)
Takashi Iba with AyakaYoshikawa, Konomi Mu
Hitomi Shimizu,Tomoki Kaneko, Akiko Kumasa
12:30 pm – 02:00 pm
FLL/Room 5D.1.08
Lunch: 5.2.005
Official Opening of the“Future Learning
with Dr. Sophie Karmasin, Federal Ministry
Dr. Sonja Hammerschmid, Federal Ministry
09:00 am – 09:30 am
Banquet room, 4.0.004
09:30 am – 12:30 pm
Room 4.1.005
Room 4.1.007
Welcoming remarks & Introduction of th
Workshops
“Pattern MiningWorkshop: How to Find
Takashi Iba with AyakaYoshikawa, Konomi Mu
Hitomi Shimizu,Tomoki Kaneko, Akiko Kumas
“Using Games to Facilitate SystemsThink
DAY 2 | TUESDAY, OCTOBER 17, 2017,
09:00 AM – 08:00 PM
9:30 am
4.0.004
2:30 pm
4.1.005
Welcoming remarks & Introduction of the workshops
Workshops
“Pattern MiningWorkshop: How to Find Patterns from
Takashi Iba with AyakaYoshikawa, Konomi Munakata, Haruka Mori,
Hitomi Shimizu,Tomoki Kaneko, Akiko Kumasaki &Taichi Isaku
FUTURE
LEARNING?!
Symposium on the Future of Learning | Booklet
October, 16–17, 2017
WORKSHOP 1
problems as well as to solve them. In creating a
pattern language, it is necessary to go through a
“mining”process in the beginning, to gather contents
ofpractice(rulesofthum
and cases. Such inform
miningdialogues(self-re
which they are clustered
to find out the commo
knowledge and organi
we provide an opportun
overviewofhowtocreat
We’ll provide the same workshop
twice, so please come in whichever
slot is convenient.

Consumptive
Society
Communicative
(Information)
Society
Creative
Society
Acquiring
Knowledge
Improving
Enhancing
Creativity
Objective of
Learning
What is Learned
Learning by
being Taught
Learning by
Communicating
Learning by
Creating
Way of
Learning
How to Learn
Role of
Educators
How to Support
Learning
a set of vocabulary describing
practical knowledge of
designing in a certain domain.
Pattern Language
as New Tools for Learning & Education

FUTURE LEARNING?! - Symposium on the Future of Learning
Associate Professor,
Faculty of Policy Management,
Keio University
Ph.D in Media and Governance
Pattern Languages
as New Tools for Learning
Takashi Iba
02:00 pm – 05:00 pm
Room 4.1.005
12:30 pm – 02:00 pm
FLL/Room 5D.1.08
Lunch: 5.2.005
DAY 2 |
09:00 am – 09:30 am
Banquet room, 4.0.004
09:30 am – 12:30 pm
Room 4.1.005
DAY 2 | TUESDAY, OCTOBER 17, 20
09:00 AM – 08:00 PM
09:00 am – 09:30 am Welcoming remarks & Introduction
WORKSHOPS
WORKSHOP 1
ofpractice(rulesofthum
and cases. Such infor
miningdialogues(self-r
which they are clustere
to find out the commo

FUTURE
LEARNING?!
Symposium on the Future of Learning | Booklet
October, 16–17, 2017

Pattern Languages as New Tools for Learning in the Creative Society (Takashi Iba)

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