PLoP 2011

Learning Patterns III
A Pattern Language for Creative Learning

Takashi Iba
iba@sfc.keio.ac.jp
Faculty of Policy Management, Keio University

Mami Sakamoto
Faculty of Environment and Information Studies, Keio University

Abstract
In this paper we present a pattern language for creative learning, which we named “Learning Patterns.”
The Learning Patterns consists of 40 patterns describing practical knowledge for problem finding andproblem solving in learning are presented. It provides an opportunity for learners to know ways thatthey have not experienced, but that are known as good ways, and also it encourages learners to talkabout their ways for learning in their group or community. In this paper, we show the following ten
patterns from the Learning Patterns: Design Your Learning, Making Opportunities, Creative Project,
Open-Process Learning, Embodied Skills, Language Shower, Tangible Piles, Thinking in Action,
Prototyping, and Field Diving. Note that other patterns have been presented in PLoP2009 andAsianPLoP2010.

1. Introduction
In recent complex society, it is essential to find problems and think of solutions from various points ofview with a creative mind. People need to learn by constructing their own living knowledge based on
their situation, not just by memorizing existing ideas. It is also necessary to learn how to get new ideas
and how to think. Learning in that sense is of primary importance today, however few opportunities andtools to help learning how to learn. Set against this backdrop, we proposed Learning Patterns, which isa pattern language [1, 2] to share ‘knacks’ for the way of creative learning, in the previous papers [3, 4,

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5]. Since we have improved the form and contents, we would like to show the latest version of Learning
Patterns in the new form.

2. Background
The Learning patterns were developed by Learning Patterns Project, Keio University [6]. We have
handed out the catalog booklet of learning patterns to undergraduate students (Figure 1). The catalog
has been handed out to approximately 5,000 students of two faculties: Faculty of Policy Management
and Faculty of Environment and Information Studies. These faculties have implemented a uniquecurriculum that is interdisciplinary and non-graded. 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 experience. Therefore thestudents should design their own learning, and it is the reason why we made the learning pattern forsupporting learning design.
As it is well known in the scenes of education, there is a difficult problem how one can teach how tolearn. While it is quite easy to show the guideline to follow, it may shut learners out of the chance forthinking their own way of learning themselves. Furthermore, there is another difficulty to provide
appropriate guideline for all learners who are under various situations. So, is it possible to provide
something to help the learners under various situations to think their way of learning?
In this context, we think that a pattern language is good way to help the student to design theirlearning, 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 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.
Although Learning patterns were originally developed in order to support learning of university
students, we think it can be applied to any learners in various situations like engineering, business,science, and everyday life due to their fine abstract descriptions as a pattern language. We anticipate
that the patterns will become a good tool for sharing the way of thinking for all learners.

3. Whole Structure of the Learning Patterns
Learning Patterns consist of 40 patterns. Figure 1 shows the overview of the whole structure of thelearning patterns. The Learning patterns are organized in three layers according to the abstract level. In
the top layer, there is a root pattern: Design Your Learning (0). This pattern provides an introductory
explanation about why and how to use the Learning Patterns. Such an explanation is usually provided

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outside patterns, however we put it in patterns as a self-referential pattern. In the second layer, there arethree fundamental patterns: Making Opportunities (1), Creative Project (2) and Open-Process Learning(3). These patterns show essential minds for creative learning, summarizing more specific patterns innext third layer. In the third layer, there are thirty-six patterns as concrete `knack' of learning: Jump in(4), Learning by Imitation (5), Effective Asking (6), and so on.

21. Hidden Connections
20. A Bird’s- & Bug’s-Eye View
19. Multi-Camera Shooting

22. Frontier Finder
23. Creative Switch
24. Fruit Farming

18. Field Diving

25. Initial Draft Only Halfway

17. Prototyping

26. Attractive Expression

16. Thinking in Action

27. Acceleration to Next

2. Creative
Project

15. Chain of Excitement!
14. Triangle Scaling

28. Community of Learning
29. Good Rivals

13. Tornade of Learning

30. Consequential Encounter0. Design Your Learning
12. Tangible Piles
11. Language Shower

1. MakingOpportunities

3. Open-Process
Learning
31. Firm Determination
32. Talking Thinker
33. Learning by Teaching

10. Embodied Skills

9. Playful Learning

34. Obvious Reason

8. Foreign Language Every Day

35. Right Way

7. Output-Driven Learning
6. Effective Asking
5. Learning by Imitation
4. Jump In

36. Brave Change
37. Explorer’s Passion
38. Slef-Producing
39. Be Extreme!

Fig. 1: Whole Structure of the Learning Patterns

4. Pattern Form of the Learning Patterns
Learning Patterns consist of 40 patterns, where each pattern is written in the same format: Pattern
Name is the attractive and memorable words that can be used as a building block for thinking and a
vocabulary for communication about the way of learning; Introductory Sentences and Illustration are

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introductory parts that impress the meaning of this pattern lively; Quotations rephrase the essence of
this pattern with notable sayings; Context is the condition for applying this pattern; Problem describes adifficulty that often occurred in the context but is not easy to overcome; Forces are unavoidable lawsthat make the problem hard to solve; Solution describes the way to solve the problem, which is written
in an abstract way; and Actions offer concrete approaches to put the solution into practice.
In the catalog of learning patterns, each pattern is printed in a double page spread, as shown in Figure
2. In the first half of pattern, which is printed at the left page in the catalog, the overview of the patternis described: Pattern Name, Introductory Sentences and Illustration, and Quotations. In the last half ofpattern, which is printed at the right page in the catalog, the detail of the pattern is described: Context,
Problem, Force, Solution, and Actions.

Fig. 2: Page Design of the catalog of the Learning Patterns

5. Workshop with the Learning Patterns
Holding a workshop with using the Learning Patterns provides a good opportunity to encouragelearners to talk about their ways for learning in their community [7,8,9]. The workshop, which isentitled “Experience Mining and Dialogues Workshop with the Learning Patterns” (Figure 3), is
designed for that participants talk about their experience of learning in the light of patterns. First of all,participants make a list of patterns that they have experienced, and choose 5 patterns that they want togain in the near future. Then, the participants look for the person who has experienced the learning
patterns they want to gain, and listen to the experience of the learning.
Through the workshop, participants acquire a new vocabulary and deeper understanding of thepatterns. Furthermore, the workshop provides shared experience in using the pattern language in theircommunity, and thus the participants become to have no hesitation in talking their experience andPLoP 2011

knowledge in their community. Whenever we hold the workshop explained above several time, we are
surprised at the excitement of participants. Based on our observation and survey, the pattern language
was used as a medium for reflecting their experience, and the workshop provide a good opportunity tounderstand the meaning of each pattern and to talk about how to learn with others.

Fig. 3: Experience Mining and Dialogues Workshop with the Learning Patterns

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6. Patterns presented in this paper
Learning Patterns consists of 40 patterns as follows. Here we present ten patterns from Learning
Patterns (Figure 4): Design Your Learning (No.0), Making Opportunities (No. 1), Creative Project(No.2), Open-Process Learning (No.3), Embodied Skills (No.10), Language Shower (No.11), Tangible
Piles (No.12), Thinking in Action (No.16), Prototyping (No.17), and Field Diving (No.18).

Fig. 4: 10 Patterns from the Learning Patterns

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No.0

Design Your Learning
The Learning Patterns help you improve your way of learning,and help you build an active community of learners.

"Design is not just what it looks like and feels like. Design is how it works." — Steve Jobs
"The limits of my language mean the limits of my world." — Ludwig Wittgenstein"It is not knowledge, but the means of gaining knowledge which I have to teach." — Thomas Arnold

*

*

*

You’ve recognized that continual learning is an essential activity in a complex and fluid society.

▼ In this context
It is not easy to learn how to learn.
- There are several ways of learning.
- It is unrealistic to try many ways of learning because time is limited.
- It is quite difficult even for experts to explain their tacit knowledge.

▼ Therefore
Learn the way of learning from the Learning Patterns, which help you achieve good methods forlearning.
- Read through all patterns to understand what the Learning Patterns are like, especially the firsthalf of each pattern, namely a pattern name, an introductory sentence and illustration, and quotes.

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- Read the detail of each pattern in which you are interested. In the second half of each pattern,
there are descriptions about a context, a problem, forces (difficulties why the problem is hard tosolve), a solution, and actions (how to solve problems in practice).
- Read the patterns in order to recognize the problem that may easily occur in the context where
you are.
- When you face a problem in learning, find the corresponding patterns to find the solution to it.
- When you talk about the way of learning, use the pattern name of the Learning Patterns as theterm of a common language for learning.

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No.1

Making Opportunities
Opportunities for learning are created,
not something that you chance upon or wait for.

"A wise man will make more opportunities than he finds." --- Francis Bacon"In the fields of observation chance favors only the prepared mind." --- Louis Pasteur"Action is the foundational key to all success." --- Pablo Picasso

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*

*

You are ready to learn, perhaps having some expectations for opportunities for learning.

▼ In this context
There are few good opportunities for learning compared with your expectations.
- Given opportunities are not always suitable for you.
- It is not easy to notice what is not there.

▼ Therefore
Make opportunities for learning by yourself, based on your interests.
- Consider your interests, and specify the knowledge and skills that you want / need to learn.
- Seek the information related to your needs, and explore the way of learning.
- Set yourself in the environment to start learning, for example taking a course, joining the project,or buying the books.

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No.2

Creative Project
Learn through actively creating,rather than through rote memorization.

“Acquiring is always secondary, and instrumental to the act of inquiring” — John Dewey“The true delight is in the finding out rather than in the knowing.” — Isaac Asimov“All the world is a laboratory to the inquiring mind.” — Martin H. Fischer

*

*

*

You have started to learn, and you want more intellectual excitement.

▼ In this context
You are unwilling to learn just by acquiring knowledge and skills.
- It is difficult to work on what you are not interested in.
- It tends to be boring to read or listen to what is one-way.

▼ Therefore
Launch your project or join a project, and carry it out to improve your knowledge and skills.
- Grasp the up-to-date knowledge and think about what you want / need.
- Improve your knowledge and skills through creating projects and fieldwork for new discoveries.
- Make a reflection of what you have learned.
- Then, think about a better way for learning.

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No.3

Open-Process LearningOpen up your learning process to others for your future.

"Dialogue is really aimed at going into the whole thought process and changing the way the thoughtprocess occurs collectively." --- David Bohm

*

*

*

You have already learned to some extent, and you want to deepen your learning.

▼ In this context
Learning tends to be closed. It is difficult to deepen your understanding only by yourself.
- Knowledge a person has is limited.
- It is difficult to notice your lack of understanding.
- There is little opportunity for meeting people who share similar interests with you.

▼ Therefore
Share your learning process and collaborate with others to deepen your and others’ learning.
- Make friends or rivals who will work with you.
- Share your results at the present stage and get some feedback before you finish it.
- After collaborating with others, persevere with utmost effort.

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No.10

Embodied Skills
Continue practicing until you acquire the desired skills.

"Practice makes perfect." --- Proverb

*

*

*

You want to acquire a skill.

▼ In this context
It is not enough to memorize the “how to.”- Learning from experience is easier to remember than rote memorization.
- Skills can be used unconsciously.
- It is hard to verbalize a skill that has been acquired through experience.

▼ Therefore
Continue practicing a skill again and again until you can use it unconsciously.
- First of all, try to use new skill and acquire a sense of it.
- And then, study the skill and understand how it works.
- Finally, keep in practice until you master it. Leaving the trace of learning as Tangible Piles(No.12) is a good way to maintain your motivation.

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No.11

Language Shower
Submerge yourself in the environment where you inevitably
have exposure to the language you want to master.

“There is no way to stop sound and have sound.” — Walter J. Ong

*

*

*

You want to be good at listening and reading in a foreign language.

▼ In this context
To master languages is tough.
- The sense of a language is much affected by the nature and culture where it is used.
- The stock of expressions enables you to convey what you want to say.
- It takes a long time to master a language.

▼ Therefore
Set up your environment where you always listen and read in the target language.
- If you want to master a foreign language, set up your environment, for example, using mobile
media, and to continue listening to and reading it.
- Then, make rules to use the language every day, for example, just listen to an online radio
broadcast or audio book in the background. Making a physical record of your learning activities as
Tangible Piles (No.12) is a good way to maintain your motivation.

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No.12

Tangible Piles
Your growth isn’t built in a day.

"All of us every single year, we're a different person. I don't think we're the same person all our lives."--- Steven Spielberg

*

*

*

You need to continue practicing for acquiring Embodied Skills (No.10) or taking Language Shower(No.11).
▼ In this context
It is not easy to keep yourself motivated to learn.
- It takes a long time before you realize the effect of learning.
- It is difficult to maintain your motivation for what you need to work hard.

▼ Therefore
Record the activities of your learning for reinforcement and reflect on your track record.
- Underline passages and write notes when reading books, set out the books and papers you’ve
read, or hang your own works on the wall.
- Sometimes, look back the track of your learning to realize the growth of knowledge and skills.

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No.16

Thinking in Action
Creating prototypes or diving into fields
deepens your thinking.

“The way to get started is to quit talking and begin doing.” — Walt Disney“The only source of knowledge is experience.” — Albert Einstein

*

*

*

You have been studying by reading books, articles, or other written materials.

▼ In this context
It is difficult to get out of the situation when you are stuck.
- It is not easy to change your understanding without interaction between you and yourenvironment.
- It is difficult to foresee all of possible challenges before carrying out your plan.
- Creation and practice make you aware of your limitations.

▼ Therefore
Deepen your thought process by making prototypes and doing fieldwork.
- Making prototypes with easily manipulated medium by Prototyping (No.17), and you will
improve your ideas and gain new insight.
- Acquire knowledge from doing fieldwork by Field Diving (No.18), and the knowledge will help
you to deepen your thoughts.

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No.17

Prototyping
It is not until you make some prototypes
that you figure out what you really want to make.

"My hand is the extension of the thinking process - the creative process. " --- Tadao Ando
"A picture is worth a thousand words. … a good prototype is worth a thousand pictures." -- T. Kelly"Without craftsmanship, inspiration is a mere reed shaken in the wind" --- Johannes Brahms

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*

You have an idea and are almost ready to implement it.

▼ In this context
You cannot clarify an image of what you will create.
- It is not until you take actions towards the objective that you find it clearly.
- Making things opens up the possibility of your next stage of learning.
- It is difficult to discuss an idea without a concrete image of it.

▼ Therefore
Make some prototypes and consider how to make it better.
- Make a prototype and find out what doesn’t work.
- Consider other approaches to your problems and make the prototype again.
- Using the prototypes, share your ideas with others and make better prototypes than before.

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No.18

Field Diving
It’s not until diving into the field that you touch upon reality.

“A desk is a dangerous place from which to watch the world.” — John Le Carré“Experience without theory is blind, but theory without experience is mere intellectual play. “ —Immanuel Kant
“The map is not the territory” — Alfred Korzybski

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*

*

You are thinking about and have an interest in an actual problem.

▼ In this context
You cannot touch upon reality only by referring to documents.
- Description about a subject is not the subject itself.
- There exists knowledge on the spot in the field.
- There is something that is certain or clear for some people but not for others.
- The deeper you are in the field, the more you lose an objective point of view because you areinevitably affected.

▼ Therefore
Dive into the field and work with the people concerned while maintaining the viewpoint of an
outsider.
- Search for a field that you are interested in.

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- Dive into the field, and observe what is going on there.
- Understand the context and intention of the activities, while interacting with the people
concerned.
- Deepen your understanding of the reality by reconsidering your experiences from a certain pointof view.

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Acknowledgement
We would like to thank to the member of Learning Pattern Project, who worked for making original
Japanese edition and English edition of Learning Patterns, and Toko Miyake for drawing niceillustrations. We also thank to Pam Rostal and Christian Köppe for shepherding and advising to ourpaper.

References[1] Alexander, C., Ishikawa, S., Silverstein, M., A Pattern Language: Towns, Buildings, Construction,
Oxford University Press, 1977
[2] Alexander, C., The Timeless Way of Building, Oxford University Press, 1979
[3] Iba, T., Miyake, T., Naruse, M., and Yotsumoto, N., “Learning Patterns: A Pattern Language for
Active Learners,” in 16th International Conference on Pattern Languages of Programs (PLoP2009),
2009.
[4] Iba, T., Miyake, “Learning Patterns: A Pattern Language for Creative Learning II,” in 1st Asian
Conference on Pattern Languages of Programs (AsianPLoP2010), 2010.
[5] Iba, T., "The Learning Patterns Book", The Third International Conference on Collaborative
Innovation Networks (COINs2011), 2011[6] Iba, T., Sakamoto, M., and Miyake, T., "How to Write Tacit Knowledge as a Pattern Language:
Media Design for Spontaneous and Collaborative Communities," in the International Conference on
Collaborative Innovation Networks (COINs2010), 2010[7] Iba, T., "Pattern Language 3.0: Methodological Advances in Sharing Design Knowledge," The
Third International Conference on Collaborative Innovation Networks (COINs2011), 2011[8] Iba, T., "Workshop: Experience Mining and Dialogues With a Pattern Language for Creative
Learning," in the International Conference on Collaborative Innovation Networks (COINs2011), 2011[9] Iba, T., "Experience Mining and Dialogues Workshop with the Learning Patterns," in 2nd Asian
Conference on Pattern Languages of Programs (AsianPLoP2011), 2011.