Designing a Pattern Language for Creative Learners

Designing a Pattern Language for Creative Learners Takashi Iba∗ MIT Center for Collective Intelligence 5 Cambridge Center, NE25 Cambridge, MA 02142, USA [email protected] In the following sections, we propose a pattern language for creative learners. First of all, the method of pattern language is reviewed. Next, the overview of proposed pattern language and the format of each pattern are explained. Then, we introduce our practical application and discuss how these patterns can help students as a language of creative learning based on the social system theory. In addition, summary of all patterns and some concrete examples are shown in the appendix of this paper.

ABSTRACT

In this paper we propose a pattern language for learners who want to learn better without killing their creativity. In order to tell a ‘knack’ about the way of learning we apply the method of pattern language, which was originally proposed in architectural design and became famous in software design. Our proposed pattern language for creative learners, which we name “Learning Patterns”, consists of 40 patterns. Each pattern is described in the same format; pattern number, pattern name, introduction, illustration, context, problem, forces, solution, actions, and related patterns. As an practical application, we have handed out the catalog of the learning patterns to university students in Japan. In this paper, we show the overview of learning patterns and some examples. In addition, we discuss how these patterns can enable students to learn more creatively in everyday campus life based on the social system theory.

METHOD: PATTERN LANGUAGE

While we apply the idea and method of “pattern language” to learning design, it was originally proposed in architectural design and it has been applied and well known in the software design. By definition, “pattern language” is composed by elements called “pattern”. Each pattern is described in the same format. Although there are several formats, it definitely contains “name” of the pattern, “problem” and its “solution”. It must also contain “context” to apply the pattern, “force” as a premise that cause the problem, and “related patterns.” Such patterns are written and organized in what is called a “catalogue”.

Author Keywords

learning, education, tacit knowledge, pattern language, social system theory ACM Classification Keywords

human attributes learning, teaching, education: Method— Knowledge, Communities

The Origin of the Method

In 1970s, Christopher Alexander observed certain things which were seen repeatedly in the shape of buildings, he found that the relation between those things is “pattern”[1]. Then he released two hundred and fifty three patterns of construction work and designing from his previous eight years of work[3]. Alexander aimed to explore “the idea and principle of the process of designing by mass,” and “to create a common language for designing and construction, in order to establish a process to let everybody participate in creating their own environment in non-industrialized era”[10]. Alexander suggested “You can use it to work with your neighbors, to improve your town and neighborhood. You can use it to design a house for yourself, with your family; or to work with other people to design an office or a workshop or a public building like a school”[3].

INTRODUCTION

As it is well known in the scene of education, there is a difficult problem how we can teach students how to learn. It is quite easy to show the guideline to follow, however it may shut students out of the chance for thinking the way of learning themselves. In addition, there is another difficulty to provide appropriate guideline for every students who are under various situation. So, is it possible to provide something to help the students under various situation to think their way of learning? In this paper, we would like to show an answer for the problem. 1

Faculty of Policy Management, Keio University. Endo 5322, Fujisawa, Kanagawa, 252-8520, Japan. [email protected]

The idea of pattern language was introduced as an alternative tool to the uniformed production due to the modernization. Alexander points out that the problem of modern production system is that “Present systems of production are organized in such a way that most decisions are made very much ‘at arm’s length.’ Decisions are made by people remote from the consequences of the decisions”[2] in each situation. He also states that “the house is no longer an “object” which is 1

manufactured, but a thing of love, which is nurtured, made, grown, and personal”, so that it leads to the idea that “families would design their own houses”[2]. Alexander thought that constructing and reconstructing it by ourselves, so that “as a matter of feeling, each house becomes a genuine life base, a place for the heart, a place in which the family, as a unique being in society, may be anchored and nourished”[2]. Thus, in order to let each family to control their environment directly, the idea of pattern language was introduced.

guage is nothing but the staff to encourage thinking, action, and communication, so that each user is expected to exert their creativity. PROPOSED PATTERN LANGUAGE: LEARNING PATTERNS

Here, we would like to apply the method of pattern language to learning design in order to tell a ‘knack’ against the way of learning1 . In this section, we show the format of each pattern and the overview of the pattern language.

Further Applications in Other Domains

Pattern Format

In 1980s, the idea and method of pattern language was applied into the field of software development by Kent Beck and Ward Cunningham[5]. Then pattern languages in software development had been well known as “design patterns” [8] in 1990s. Recently, specific theme like school design[14] and interface design[16] are also proposed in the area of architecture and software design. And then, some pattern languages have been written for designing organization[7, 13] and pedagogics[4, 6]. In our view, the next areas to be applied are the activity related to creative society, so we ourselves propose several pattern languages in the related areas; research activity [11] and project management[15].

Learning patterns are described in the format which consists of following items; “Pattern Number”, “Pattern Name”, “Introduction”, “Illustration”, “Context”, “Problem”, “Forces”, “Solution”, “Actions”, “Related Patterns.” Especially in the catalog of learning patterns, each pattern is printed in a doublepage spread, which is handed out for university student as I will mention below. In the first half of pattern, which is printed at the left page in the catalog, the overview of the pattern is described. At first, Pattern Number is sequential number. Pattern Name is named as attractive and memorable phrase. Next, Introduction and Illustration is provided in order to help for the reader to imagine the meaning of the pattern lively. Then, there is a list of when the reader can use the pattern as Context. The reader can search his/her necessary pattern from his/her context with using the context navigation.

Advantages beyond how-to guides

There are two main advantage of using patterns. One is that it can make beginners easier to solve problems in the most effective way, since the skill acquired by experts is described. Another is that it can provide common vocabulary on the way of solving problems, therefore it makes people to mention the problems and solutions. Thus, pattern languages can be considered as the method for supporting thinking, action, and collaboration.

In the last half of pattern, which is printed at the right page in the catalog, the detail of the pattern is described. At first, Problem which is often occurred is described. Problem is emphasized in bold type. In succession to Problem, Forces are written as laws which are not able to or difficult to be changed. The difficulty to solve the problem comes from the existence of these forces, because your solution needs to meet all of them. After the Forces, the separator is placed. Next, Solution is written in bold type. Then, in the part of Actions, more concrete advice like examples or alternatives is introduced. After the Actions, the separator is placed again. At the last, Related Patterns are provided. Good learning is effectively achieved by combining some patterns. The reader can understand the meaning of the pattern deeper through reading the section of Related Patterns.

We, here, note that the method of pattern language is different from how-to guides to follow. Pattern language is focused on providing a new view for the reader so that they can think, although how-to guide leads to only one “right” result. Pattern language is not easy way to get the result, but way to aware the existence of problem and the clue of the solution. Alexander pointed out that “Each solution is stated in such a way that it gives the essential field of relationships needed to solve the problem, but in a very general and abstract way — so that you can solve the problem for yourself, in your own way, by adapting it to your preferences, and the local conditions at the place where you are making it” [3].

Summary of Learning Patterns

Figure 1 shows the overview of the whole language of the learning patterns. Learning patterns is organized in three layers according to the abstract level. In the top layer, there is a root pattern; Learning Design (0) . In the second layer, there are three patterns; Grasp of Cimmunity’s Mind (1), ProjectCentered Learning (2) and Community as “Becoming” (3). In the third layer, there are thirty-six patterns as concrete ‘knack’ of learning; Tornado of Learning (4), Academic Excitement! (5),

In pattern languages, each individual is expected to design his / her own way by selecting patterns and putting them together according to his / her situation. In this sense, putting patterns together does not mean to put “modularized unfinished parts” together, which can be seen in modern production system. Borrowing Alexander’s words, “It may be hard to believe that one might make a work of art by simply combining patterns. It sounds almost as though there was a box of ‘magic’ parts, so powerful, that anyone can make abeautiful thing, simply by combining them. This is absurd, because, of course, it is not possible to make something beautiful, merely by combining fixed components”[1]. Pattern language is not a substitute for human creativity. Pattern lan-

1 Learning patterns, which are introduced in this paper, was developed with the member of Learning Pattern Project; Tsuyoshi Kato, Miyuko Naruse, Toko Miyake, Yuji Kobayashi, Kazeto Shimonishi, Mariko Hanabusa, Natsumi Yotsumoto, Mayu Iida, and Mami Sakamoto, who are undergraduate students of Keio Univeristy.

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21. Hidden Connections

24. Quality from Quantity

19. Frontier Antenna

22. Brain Switch

18. Weak-Linked Encounter 17. Field Dive

Forth group of patterns tells how to make your learning more interesting;

23. Bird’s Eye, Bug’s Eye

20. T-Shape Learning

13. Output-Driven Learning 14. Prototyping 15. Learning for Fun

26. Appropriate Approach

16. Thinking in Action

27. Strategic Discard 25. Self-Thinking

15. Learning for Fun 13. Output-Driven Learning 14. Prototyping

2. Project-Centered Learning

Fifth group of patterns reminds the significance of active effort;

29. Release of Thought 28. Community of Learning 30. Good Rival

16. Thinking in Action 17. Field Dive 18. Weak-Linked Encounter

0. Learning Design 12. Shower of Language

1. Grasp of Community’ s Mind

3. Community as “Becoming”

10. Embodied Learning

32. Everyday in Foreign Language

11. Discovery of Growth

Sixth group of patterns is related to the scope of learning;

31. Learning by Teaching 33. Start Small, Let it Grow

19. Frontier Antenna 20. T-Shape Learning 21. Hidden Connections

7. First Steep 9. Good Learner

35. Writing up is Halfway

8. Mimic Learning

34. Attractive Expression 36. Acceleration to Next

4. Tornade of Learning 6. Passion for Research 5. Academic Excitement!

37. Self-Producing

Seventh group of patterns give key ideas for innovative thinking;

38. Firm Determination 39. Be Extreme!

22. Brain Switch 23. Bird’s Eye, Bug’s Eye 24. Quality from Quantity

Figure 1. Illustration of the Overview of Learning Patterns

Eighth group of patterns is related to the way of going about activity and learning;

and so on. All 40 patterns together form a language for creative learning. We begin with the part of the language which define learning design itself. This is the fundamental and premise to use this pattern language;

25. Self-Thinking 26. Appropriate Approach 27. Strategic Discard

0. Learning Design

Ninth group of patterns is about social aspect of learning;

Next, we shall go through the part of the language which gives you comprehensive attitude for learning;

28. Community of Learning 29. Release of Thoughts 30. Good Rival

1. Grasp of Community’s Mind 2. Project-Centered Learning 3. Community as “Becoming”

Tenth group of patterns mentions how to improve your skill or works;

Now we start the part of the language which tells how you can achieve to learn more creatively in detail. This part can be roughly divided into twelve groups of patterns, where each group consists of three patterns respectively. The first group of patterns is related to motivation and fundamental aspect of learning;

31. Leaning by Teaching 32. Everyday in Foreign Language 33. Start Small, Let it Grow

Eleventh group of patterns is important idea for the final phase of activity;

4. Tornado of Learning 5. Academic Excitement! 6. Passion for Research

34. Attractive Expression 35. Writing up is Halfway 36. Acceleration to Next

Second group of patterns shows the key to start your learning;

Twelfth group of patterns tells the strategy for the medium and long term;

7. First Steep 8. Mimic Learning 9. Good Learner

37. Self-Producing 38. Firm Determination 39. Be Extreme!

Third group of patterns treats how to acquire and improve your skill;

The sequence presented here is not only one possible sequence, because “A pattern language has the structure of a network”[3]. We can capture and trace the relation among the patterns in many way. This is related to one of Alexander’s significant findings that the design of a building and

10. Embodied Learning 11. Discovery of Growth 12. Shower of Language

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Figure 3. Catalog of Learning Patterns

learning, and it is the reason why we made the learning patterns for supporting learning design. Take, for example, the pattern of Acceleration to Next (36). This pattern is supposed to be needed under the context like “When you are researching” or “When you are studying”. The problem frequently occurred is “It not seldom happens that people slack off their efforts subconsciously just before the goal”, and the solution is “Set next goal and pass through the current goal without slow down”(See more details in appendix of this paper). The student who read this pattern may find new idea to design his / her learning activities, because pattern languages can become concept to comprehend the reality and amplify the ability of recognition. Thus, the method of pattern language provide the way to understand the existence of problem and the clue of the solution. Moreover, by virtue of the name of each pattern, it is getting easier to mention some aspect of learning. With using the example above, the teacher can advice the student with using the pattern name; “Don’t forget Acceleration to Next ! ”.Otherwise, student can ask the teacher “Do you think I should increase Acceleration to Next ?”. Like this, pattern language contribute to increase the vocabulary about learning among teachers and students. These are the reason why pattern language is called “language” of patterns.

Figure 2. Context List

a town cannot be reduced to the structure of tree, but can considered as semi-lattice, namely network. In the catalog, there are some navigations to find the patterns. One of the navigation is based on contexts of patterns. There are five categories of contexts; “at beginning”, “for goal setting”, “in activity”, “for output”, and “at dead end” (Figure 2). Each category consists of four contexts, which indicate to related patterns respectively. Therefore the reader can find patterns that are relevant to their situation. Another navigation in the catalog is provided in association with the curriculum of our university. Each course indicates to related patterns, therefore the student can find the patterns that are relevant to the classes they are taking.

MAKING PROCESS

Learning patterns are developed by the really active and creative collaboration for one year at Learning Patterns Project, Keio University. We shall briefly overview the making process of our pattern language.

PRACTICAL APPLICATION

As an practical application, we have made and handed out the catalog of learning patterns to undergraduate students2 (Figure 3). The catalog was handed out to approximately 3,600 students of two faculties of Keio University, Japan; Faculty of Policy Management and Faculty of Environment and Information Studies. These faculties have implemented an unique curriculum which is interdisciplinary and nongraded. It means all undergraduate students can study any kind of academic areas, for example social innovation, public policy, global strategy, environment, life sciences, and information studies, without reference to their grades and experience3. Therefore the students should design their own

In the first half of the process, we started some survey and brain storming about the knack of experienced learners (Figure 4; left). Again and again we conduct both of divergent thinking and convergent thinking. Sometime we thought in the view related to curriculum, sometimes in the view of campus life. The pieces of idea about effective and creative learning were organized and categorized over the discussion. Summarizing the idea, the candidate of patterns were emerged. dents, beyond the conventional disciplines like economics, management, politics, literature, computer science, media art, architecture, and so on. Although the students have a wide variety of interests, we think that the shared competency in the abstract level is to create something on the frontier. A new curriculum which focus on the creativity has implemented from academic year 2007. See details at http://www.sfc.keio.ac.jp/.

2 The catalog is A5 sized booklet, and the part of pattern description is designed as a double-page spread. We put some thought into designing the booklet, especially for readability and attractiveness. 3 These faculties are aimed and designed to provide a interdisciplinary / trans-disciplinary education for undergraduate stu-

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Nexus of “Creative Communication” (Social System)

as a vocabulary

Pattern Pattern Pattern

as tacit knowledge

“Creative Action”

Figure 4. Making Scene at Learning Pattern Project

Nexus of “Creative Thinking” (Psychic System)

In the latter half of the process, we wrote the detail of patterns and held the workshop to improve the patterns more than twenty times (Figure 4; right). Drawing the illustration of each pattern was proceeded in parallel, so sometimes the illustration help to shape the contents of the patterns. We always spend six hours a week for workshop to improve a patterns. This phase was a precious experience for us but also really hard task because of no end is in sight.

Figure 5. Functions of a Pattern Language

pus life. In the following analysis, social system theory, which is proposed by Niklas Luhmann, is employed as the framework to analysis. Luhmann proposed an epoch-making perspective that the element of social system is neither individual nor action, but it is communication [12]. Preceded communication brings another communication, and one after another; society is a system of “autopoiesis” that is a nexus of communication. In addition, behind the social system, there are psychic systems which is considered as “nexus of consciousness”. It means thinking of each person is what is like that preceded consciousness brings another consciousness. Social system and psychic system mutually affect on each other, however, in terms of operation, they are both closed to each other. This is a fundamental framework of Luhmann’s social system theory. In the following consideration, we would like to understand how a pattern language can help thinking, action, and communication.

Here, we shall explain the style of this workshop, because it is very important for improvement of pattern languages4. Our method to improve a pattern language is a variation of the method which is sophisticated in the area of software design. The pattern communities have developed the way to improve and approve the patterns, which this process is also a kind of creative collaboration and it is depend on mutual approval. The participants of the workshop consists of authors of patterns which are taken in the workshop and some volunteers. Participants are required to read all papers in advance, which are including some patterns respectively. Then in the workshop, they spend one and half hour to talk about each paper. Most interesting rule of the workshop is that the author should shut his / her mouth, instead of giving a presentation or explanation. Only other participants except the author allow to talk about the proposed patterns. The author has responsibility to write down the comments for improving the patterns. The reason why the author ought not to say something is related to the thought that pattern language is “language” to use. Therefore It is necessary for the pattern language to be understandable for the various readers. Through such a process, the author can know which part of description is mistakable for others, and also get more appropriate or attractive words, explanation, and examples. Furthermore it is another important rule of workshop that they can say only positive comments including the clue to improve the pattern. This rule works well to drive the participants into good collaboration. Like this, the proposed pattern language in this paper has been improved through such a workshops in our project.

Functions of Pattern Language

Pattern language functions as “language”, as it just says. Language is “the medium that increases the understandability of communication beyond the sphere of perception” [12], it enables to understand what others are thinking in the communication of the social system(Figure 5). It also has certain role in structuring consciousness of the psychic system. Language has been shrinking its own multiplicity due to the limits of possible combinations between symbols, “this concerns a very special technique with the function of extending the repertoire of understandable comunication almost indefinitely in practice and thereby guaranteeing that almost any random event can appear and be processed as information”[12]. Language couples the social system and psychic system while it plays its roles. Thus, the social system and psychic system do not merge in the process, however, they can affect on each other indirectly through pattern language. Encouraging Thinking and Action of Learning

Pattern language encourages thinking and action. Using patterns enables the psychic system of each person to structuralize the nexus of consciousness. According to Alexander, this is what human thought is supposed to do. Alexander states that “as in the case of natural languages, the pattern language is generative”[1]. That is “the same patterns in our minds are dynamic. They have force. They are generative. They tell us what to do; they tell us how we shall, or may, generate

DISCUSSION

Finally, we would like to discuss how the pattern language can help students to learn more creatively in everyday cam4

We learned the workshop style explained here is in the Conference on Pattern Languages of Programs (PLoP), which is annually held both in United States and Europe.

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them; and they tell us too, that under certain circumstances, we must create them.”[1]. Needless to say that pattern itself does not have any power to create, but it gains the power once it fits into autopoiesis of psychic system.

Sakamoto. Wonderful pattern language and this paper would not have happened without their collaboration. I am also grateful to PLoP organizers and participants, especially Linda Rising, Bob Hanmer, Ademar Aguiar, Joseph W. Yoder, Ricardo J. Lopez, and Christioan Kohls for discussing the idea and method of pattern languages.

Addressed pattern language affects on the psychic system of others, and helps structuralizing it, thus even beginners can experience the nexus of consciousness as experts do. It also plays a role to reduce the composition of the world by making a part of possible opitions of a solution conspicuous. By making a pathway on the nexus of consciousness, each individual becomes able to think efficiently. Therefore, by helping to structuralize the nexus of consciousness, pattern language is capable of encouraging thinking and action.

REFERENCES

1. C. Alexander. The Timeless Way of Building. Oxford University Press, 1979. 2. C. Alexander, H. Davis, J. Martinez, and D. Corner. The Production of Houses. Oxford University Press, 1985. 3. C. Alexander, S. Ishikawa, and M. Silvertein. A Pattern Language. Oxford University Press, 1977.

Encouraging Communication about Learning

Pattern language also encourages communication. By using pattern language, it enables each individual to refer to complex designs. Eventually, designing becomes nothing but to define the relation. However, natural languages people handle have vocabulary to indicate things and actions, but there is not enough to point out the relation. In fact, there is no precise, detailed word to help discussions on designing, so that is where pattern language is capable of complementing. Pattern language increases common vocabulary on designing, and it encourages communication.

4. D. L. G. Anthony. Patterns for classroom education. In J. M. Vlissides, J. O. Coplien, and N. L. Kerth, editors, Pattern Languages of Programming 2. Addison Wesley, 1996. 5. K. Beck and W. Cunningham. Using pattern languages for object-oriented programs. In OOPSLA-87 workshop on the Specification and Design for Object-Oriented Programming, 1987. 6. J. Bergin. Fourteen pedagogical patterns. In European Conference of Pattern Languages of Programs, 2000.

There has been a question that it might be difficult to use pattern language as a communication tool on user participated designing. Ingrid King answers to this question that “it works extraordinarily well. It is not particularly easy, but it is extremely rewarding.” [10]. In the field of computer software development, the pattern name is brought up as vocabulary in discussions of designing process often. In such situation, it is understandable that pattern language has become the vocabulary of communication already.

7. J. O. Coplien and N. B. Harrison. Organizational Patterns of Agile Software Development. Prentice Hall, 2004. 8. E. Gamma, R. Helm, R. Johnson, and J. Vlissides. Design Patterns : Elements of Reusable Object-Oriented Software. Addison-Wesley, 1995. 9. T. Iba and Y. Kobayashi. A university lecture for learning and writing a pattern language. In 15th Conference on Pattern Languages of Programs, 2008.

CONCLUSION

In this paper we proposed a pattern language for becoming creative learners. We believe that the method of pattern language is good way to help the student to design their learning, because it focuses on providing a new view for the reader so that they can think. It is quite important that the method is not easy way to get the result without thinking by themselves. It is not, however, irresponsible way to leave all up to individual ability. It is considered as the way that tolerates individual ability while making a good use of abstract rules of past experience. As we mentioned before, proposed pattern language was developed with the students. We think the fact is meaningful, just because of the circulation of the knowledge. The next goal may be to develop the way to write new patterns by students themselves. Toward the goal, we have already started the course for learning how to write a pattern language at our university[9].

12. N. Luhmann. Soziale Systeme: Grundriβ einer allgemeinen Theorie. Suhrkamp Verlag, Frankfult am Main, 1984. Niklas Luhmann, Social Systems, John Bednarz Jr., Dirk Baecker (translator), Stanford University Press, 1995.

Acknowledgment

13. M. L. Manns and L. Rising. Fearless Change: Patterns for Introducing New Ideas. Addison-Wesley, 2005.

10. I. F. King. Christopher Alexander and Contemporary Architecture: a+u Architecture and Urbanism, August 1993 Special Issue. a+u Publishing, 1993. 11. Y. Kobayashi, M. Yoshida, A. Sasaki, and T. Iba. Research patterns: A pattern language for academic research. In 15th Conference on Pattern Languages of Programs, 2008.

I would like to do our best to thank you for members of Learning Pattern Project at Keio SFC; Tsuyoshi Kato, Miyuko Naruse, Toko Miyake, Yuji Kobayashi, Kazeto Shimonishi, Mariko Hanabusa, Natsumi Yotsumoto, Mayu Iida, Mami

14. P. Nair and R. Fielding. The Language of School Design: Design Patterns for 21st Century Schools. Designshare, Inc., 2005. 6

9. Good Learner [P] Some of people canft do the thing right even they have been taught once. [S] Get instruction after comprehending part of which you canft do on your own. 10. Embodied Learning [P] Skills are not for remembering, but for using. [S] Again and again, practice with the skill until it became a part of you. 11. Discovery of Growth [P] Just drills will become boring. [S] Look back the way you have walked, and feel your progress of learning. 12. Shower of Language [P] Acquiring language skills is an elusive goal. [S] Set up the environment to expose yourself to the language you want to learn. 13. Output-Driven Learning [P] It is not easy to accumulate knowledge if not interested in. [S] Accumulating knowledge and Improve your skill in the use of them. 14. Prototyping [P] It is hard to imagine all problems and possibilities of the products just by thinking . [S] Build a prototype for comprehending what you should / can do for next. 15. Learning for Fun [P] Mandatory learning is painful and ineffective. [S] Come up with something fun while you learn. 16. Thinking in Action [P] Thinking at the same place slows thought down. [S] Go out for field work, or build a prototype to deepen your idea. 17. Field Dive [P] Studying actual data does not mean understanding the reality. [S] Dive into the field with the viewpoint of researcher. 18. Weak-Linked Encounter [P] The chances of encountering the people with common interest are extremely remote. [S] Lay yourself open to the chance by going to the place of your interest. 19. Frontier Antenna [P] It is necessary to know the frontier of knowledge for producing valuable results. [S] Search the frontier, and trace back to your location to make a plan of study to reach there. 20. T-Shape Learning [P] “Broad and shallow” is easy to be biased, yet “Narrow and deep” is unbalanced. [S] Delve into the theme you are interested in, if you are in “broad and shallow” situation. Overlook the subject, if you are taking “narrow and deep” style. 21. Hidden Connections [P] Typical classification doesnft bear a brand-new idea. [S] Find hidden relations among the things to draw inspiration.

15. M. Naruse, Y. Takada, Y. Yumura, K. Wakamatsu, and T. Iba. Project patterns: A pattern language for promoting project. In 15th Conference on Pattern Languages of Programs, 2008. 16. J. Tidwell. Designing Interfaces: Patterns for Effective Interaction Design. O’Reilly Media, 2005. APPENDIX OVERVIEW OF LEARNING PATTERNS

The followings are summaries of name, problem and solution of proposed pattern language. We, however, note again that the other parts omitted here, such as context, forces and related patterns, are also important components of patterns. 0. Learning Design [P] In complex and liquid society, it is inevitable to think how to learn. [S] Learn the ‘knack’ of learning from the experienced learners, and design your way of learning based on them. 1. Grasp of the Mind [P] It is impossible to make full use of learning environment without understanding it. [S] Explore the feature of your learning environment, and grasp the mind. 2. Project-Centered Learning [P] Only taking classes does not bring about effective learning. [S] Start your own research project, and choose the classes to support your research. 3. Community as “Becoming” [P] People tend to consider their learning community as something totally separated from themselves. [S] Carry out your activity with awareness that your fruits is also contribute to your community. 4. Tornado of Learning [P] Effective learning doesnft brought about by just staying there and receiving information. [S] Take in knowledge in connected with your interest like etornadof of learning. 5. Academic Excitement! [P] How get motivated to learn and study? [S] The experience of excite moments, such as discovery and achievement, drives you forward. 6. Passion for Research [P] Sometimes people may lose the necessity to do by themselves in the middle of the way. [S] Decide your theme of research which you can carry out with enthusiasm. 7. First Steep [P] Hesitation bears nothing. [S] Take a first step easily. Once you started, take it seriously. 8. Mimic Learning [P] It is difficult to exert your originality from the scratch. [S] First, copy the model you admire. Then next, develop your originality. 7

34. Attractive Expression [P] Nobody may give an attention to your ideas or results. [S] Present your ideas or results attractively so that the audience will be fascinated. 35. Writing up is Halfway [P] It is quite hard to make people understand the sentences if you have just written up. [S] Improve your sentences so that it is easy for readers to understand. 36. Acceleration to Next [P] It not seldom happens that people slack off their efforts subconsciously just before the goal. [S] Set next goal and pass through the current goal without slow down. 37. Self-Producing [P] You canft find your individuality by searching it anywhere. [S] Work out your own individuality by looking into the future from the past. 38. Firm Determination [P] You canft go through the hardship without your solid resolutions. [S] First have your mind-set, and make the environment to support it. 39. Be Extreme! [P] Even though you have reached the goal, nobody may notice it. [S] Think strategically where you will stand out, and yield dramatic results.

22. Brain Switch [P] Neither logic or intuition is not enough to achieve a breakthrough. [S] Think, switching two modes of logic and intuition. 23. Bird’s Eye, Bug’s Eye [P] Looking the whole doesnft tell details, but concentrating the details tends to get lost. [S] Think, switching two viewpoints of birdfs eye and bugfs eye. 24. Quality from Quantity [P] It is difficult to go further from the place of “semiexpert”. [S] Acquire massive amount of information to understand the subject from various angle. 25. Self-Thinking [P] It not seldom happens that people forge ahead without thinking about the significance of the activity. [S] Ask ewhyf to yourself and think again the significance of the activity, even if it seems to be natural for you. 26. Appropriate Approach [P] Wrong approach doesnft bring you to the goal. [S] Think again whether you can really achieve your goal through current approach. And change it to more appropriate approach if you need. 27. Strategic Discard [P] Sometimes there is the wall which is hardly broken. [S] Take courage to throw your current themes or approaches, and think from a broader point of view. 28. Community of Learning [P] Individualfs capacity is limited. [S] Find people with common objectives and build a ecommunity of learningf to stimulate each other. 29. Release of Thoughts [P] Thinking alone often brings you to a dead point. [S] Talk with somebody and sophisticate your thought, looking his/her reaction carefully. 30. Good Rival [P] It is quite difficult to keep up with the lonely work. [S] Find someone who is trying hard or someone whom you donft want to be defeated. 31. Leaning by Teaching [P] The way to deepen your knowledge will demand devices. [S] Find the chance to teach what you already know to others. 32. Everyday in Foreign Language [P] Foreign language is so distant from everyday life that you hesitate to speak or write in the language when it comes to the crunch. [S] Get chances and get used in speaking and writing in foreign languages in everyday life. 33. Start Small, Let it Grow [P] People easily get tired if they are trying to achieve a big goal. [S] Start from small output at first, and grow it into bigger result little by little.

SOME EXAMPLES OF LEARNING PATTERNS

Here are examples of full description of learning patterns. ************************************************ No.0

Learning Design Design your learning.

• Always when you want to learn

In complex and liquid society, it is inevitable to think how to learn. • Human is not able to learn everything because the time is limited. • There are several ways to study. 8

• Intuitive thinking (right brain) inspires good ideas and expressions and gives impression. • It is difficult to use both brains at the same time.

• People who learn effectively have a knack for good learning, which is independent on their fields or themes.

Learn the ‘knack’ of learning from the experienced learners, and design your way of learning based on them.

Think, switching two modes of logic and intuition.

• You can work on your activity with “learning patterns” which tells you the knack of effective learning. • First, read roughly whole patterns to understand what “learning patterns” is like, especially the first half of each pattern; pattern name, introduction, illustration, and context. It is better to remember the pattern name and the illustration. • Read the detail of patterns in which you are interested. In the last half of each pattern, there are description of “problem”, difficulties why the problem is a hard to solve as “forces”, “solution”, and “actions” which are for solving the problem. • You can find a learning pattern according to your situation with using the list of “context”. • Use “pattern name” of learning pattern as a common language, when you talk about learning with other students or teachers.

• When you begin to think with the left brain, you think logically as deep as possible. When you begin to think with the right brain, you think intuitively as deep as possible. • Switch your brains when you are at a dead end or think sufficiently. If you have thought with the left brain by then, try to think about beauty and wealth of expression. In contrast, if you have thought with the right brain, try to think about coherence and depth of logic. By switching brains, you can find new phases of a matter.

When you are writing something, draw pictures of that.what you express by words. When you are drawingdraw a picture, you think about the logic of the picture. In this way, Brain Switch means switching “ways of thinking” which are logical and intuitive. In contrast, Bird’s Eye, Bug’s Eye (23) means switching “viewpoints”. If you are used to switching ways of thinking and viewpoints, you can acquire Attractive Expression (34).

Design of learning is important to understand the situation you are in. This means Grasp of Communityfs Mind (1). Especially, understand and follow Project-Centered Learning (2), if you want to learn with excitement. As a consequence, that helps you recognize Community as “Becoming” (3). You can see the connection between your learning community and you in this way.

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Community of Learning It is not necessary to study alone.

************************************************ No.22

Brain Switch Logic and Intuition —— Both are absolutely essential.

• • • • •

• • • • •

When you are making research When you are creating something When you are writing a paper When you need to get a new view or idea When you are at a dead end

When you begin to research When you begin to study When you are bored with study When you want to learn a new skill When you want to improve your skill

Individualfs capacity is limited. Neither logic or intuition is not enough to achieve a breakthrough.

• The time we can spend is limited. • Everyone has their own knowledge and viewpoints. • By getting various viewpoints, people can deepen their understandings.

• Logical thinking (left brain) inspires acute analysis and inference and has persuasion. 9

• People can work harder with partners together than do alone.

• • • • •

Find people with common objectives and build a ecommunity of learningf to stimulate each other.

When you are making research When you are writing a paper When you are creating something When your activity is in the final stage When you are at a dead end

It not seldom happens that people slack off their efforts subconsciously just before the goal.

• First of all, plan for making “community of learning”. For example, you plan that what kind of workshop or research project you can do. • Gather some members of your surroundings who are interested in your plan. Then, you launch your project and make some concept and rough schedule with them. • Decide how you show your efforts of your learning. For example, you can make a paper, and publish it on the web site or have a conference. This makes you keep your motivation. • People can work harder with partners together than do alone. • On the basis of this plan, accept applications for your “community of learning”, preferably on a large scale beyond your acquaintances. It may be that you can gather more members who have similar interest than those of your acquaintances. Moreover, with the member of people who you donft know, you can avoid loose meeting and keep focusing on. • To keep the member’s motivation, confirm what you have done with each other regularly. If is necessary, you should reset your goal.

• Just before achieving the goal, people tend to lose their motivation, unconsciously. • End work just before achieving the goal is tough. • We can work hard in active, just in the process of pursuing our goal.

Set next goal and pass through the current goal without slow down. • Think of the meaning of your activity, and imagine what you should do after achieving its goal. • Set the next goal on the extension of your activity temporarily, and consider the immediate goal as a passing point. With an image of bigger goal, you can avoid losing the end work.

Even if you work on your activity with the mind of Passion for Research (6) and Firm Determination (38), it seems tough to achieve the project before its goal. if you are in the situation like this, it is important to put Acceleration to Next. Work on your activity with Bird’s eye, Bug’s eye (23) for taking the immediate goal as a part of next big goal. With “Bird’s eye” for looking down a whole of your project, think of what you can do now, and take next goals. In this way, if you keep on progressing while you take your goals as passing points, you will be Be Extreme! (39).

There are no rolls such as teachers or students in a community of learning. So, they not only always has a chance of Release of Thoughtsh (29) and Learning by Teaching (31) as well as learn things with each other . Then, you can have Good Rival (30). In a community of learning, your Tornado of Learning (4) which consists of your interests grows together with the other memberfs, and grows bigger. As a result, you can have more chances of encounter Academic Excitement! (5).

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************************************************ No.36

Acceleration to Next Just before the goal, people tend to press the brake pedal subconsciously. Now is the time to set next goal and press down on the accelerator.

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