Design Patterns for Creative Educational Program (COINs16) by Hitomi Shimizu

Design Patterns for Creative Educational Program

COINS2016 (International Conference on Collaborative Innovation Networks)

Faculty of Policy Management, Keio University, Japan

Norihiko KimuraHitomi Shimizu

Iroha OgoShuichiro Ando

Takashi Iba

Presenter:

1. Background


3. Design Patterns for Creative Education Program

4. How to use these patterns

5. Summary

2. Method


1. Background



5. Summary

2. Method

1. Background

Online learning services.

1. Background

Arisa Kamada & Mika Nakada

“Thinking with Personal Culture Patterns”

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

students

“Creative learning is a style of learning with activities creating something.” (Iba and Ichikawa et al., 2012)

Iba.T, Ichikawa.C, Sakamoto.M, and Yamazaki., T., "Pedagogical Patterns for Creative Learning," In the 18th Conference on

Pattern Languages of Programs, 2012.

1. Background

“There’s a technological and creative revolution, maker movement, in classroom.” (Martinez & Stager, 2013)

Martinez.S and Stager.G. (2013) Invent To Learn: Making, Tinkering, and Engineering the Classroom, Constructing Modern

Knowledge Press.

Creative Learning

1. Background

Creative Learning

Creative LearningOpening to provide courses

1. Background

1. Background

Online learning services.

“Creative learning is a style of learning with activities creating something.” (Iba and Ichikawa et al., 2012)

Iba.T, Ichikawa.C, Sakamoto.M, and Yamazaki., T., "Pedagogical Patterns for Creative Learning," In the 18th Conference on

Pattern Languages of Programs, 2012.

1. Background

“There’s a technological and creative revolution, maker movement, in classroom.” (Martinez & Stager, 2013)

Martinez.S and Stager.G. (2013) Invent To Learn: Making, Tinkering, and Engineering the Classroom, Constructing Modern

Knowledge Press.

Creative Learning

Designing Creative Educational Program

Creative LearningOpening to provide courses

1. Background

Some difficulties

A good design concept hasn’t been shared yet.

Students might not be able to work on the courseseriously and excitingly.

Expert course designers share “What” they do to make itbetter, but not “How” or “Why” they did it.

During the course, there aren’t good practices for studentsto collaborate, or work on a project creatively.

Designing Creative Educational Program

Patterns forDesigning Creative Educational Program

1. Background




5. Summary

2. Method


1. Background



5. Summary

2. Method

The designer must trace his design problem to its functional origins and find some sort of inthem.

2. Method

designWhat is the ?

The ultimate object of design is form.

(Alexander 1964)

Alexander C (1964) Notes on the Synthesis of Form. Harvard University Press, Cambridge, Massachusetts, and London, England

pattern

Christopher Alexander says…

http://stephania32.wordpress.com/

2. Method

patternA method to describe the design knowledge that exists in an area of profession.

Pattern Language

Each pattern describes, in a certain context, what kind of problem frequently occurs, and what is a good solution for the problem.

Patterns bridges the gap between experts and non-expert designers.

pattern

Context

Problem

Solution

Share the good design.

2. Method

Pedagogical Patterns Creative Education Patterns

Pattern LanguageThe pattern language method is used in many design fields; one of them is education.

Pedagogical Patterns Editorial Board (2012) Pedagogical Patterns: Advice For Educators. Joseph Bergin Software Tools, San

Bernardino, CAHarashima Y, Kubota T, Iba T (2014) Creative Education Patterns: Designing for Learning by Creation. In: Proceedings of the 19th

European Conference on Pattern Languages of Programs (EuroPLoP '14), ACM, New York, NY, USA, July 2014

(Pedagogical Editorial Board 2012) (Harashima et al. 2014)

1. Background




5. Summary

2. Method


1. Background



5. Summary

2. Method

Abstract the Essence Vote forthe Attractive Visible Efforts Improvement

by Esquisse Check Free Time Union

Kick-off Party Group’ s Snapshot PolyphonicDiscussion

Free StylePresentation Frontier Dialogue

Special Stage Critiques for Teachers Ending Party


In my class, I want learners to create something with unique ideas, even if they are beginners.


Since each students have two works to refer to, the works in all will become so various that some students may have referred to a work that the teacher may not know of. Therefore, teachers may as well search for the essence of the work, becoming able to learn together without the teachers / learners structure. Also, students’ technique in researching will be brushed up.

Abstract the Essence

The basics of learning is “imitating”. Therefore, beginners are (wanted) to build up the strength to create by referring things.

The students’ attitude tends to become being taught, by thinking of the referring work as an “answer”.

Students research and select two existing works as father and mother. Then, students read out the essence of them (like DNA), and create new ideas that inherit those essences.

▼Consequently

▼Therefore

▼In this context

No. 1





In my class, I want learners to keep up with my class even when they’re having trouble with their project .

We can push up students who were falling behind. The ideas, projects that made a rapid progress by the check, become the center of attention in the next course. However, this method forces teachers to spare much time, so they need to be prepared for that. If the teacher has a reliable Student Assistant or Teacher Assistant, the teacher may depend on them.

Improvement by Esquisse Check

As the course goes on, the quality of students’ outputs and ideas will vary greatly.

If we ignore the situation, the gap between students get bigger and bigger.

Check each student’s esquisse that is the method for students to make a plan on their project with the teacher 1-on-1.

▼Consequently

▼Therefore

▼In this context

No. 4





In my class, I want learners to have motivation in making their final project.

The final presentation will become a clear goal for the students. They will recognize that the final presentation is not just some presentation, but a special one. This will motivate and encourage students to produce a good project for the final presentation. They will also begin working on how to present on the project more attractively.

Special Stage

Students are working on their final assignment using what they have learned this semester.

Just having students submit their good work to teachers do not respond to their efforts.

Make it a grand final presentation for the students so that it reflects the good work done and conclude the hardships of their project.

▼Consequently

▼Therefore

▼In this context

No. 11


Special Stage


Abstract the Essence Vote for the Attractive Visible Efforts Improvement







1. Background



5. Summary

2. Method


1. Background



5. Summary

2. Method

Mining InterviewThe way to investigate the best experiences or best practices for collecting information to write patterns.



・Interviewed six experts, all professors of Keio University in Japan, who have years of experience teaching creative educational courses.

Iba T, Yoder J (2014) Mining Interview Patterns: Patterns for Effectively Obtaining Seeds of Patterns. In: Proceedings of the 10th

Latin American Conference on Pattern Languages of Programs (SugarLoaf PLoP '14), São Paulo, Brazil, Nov 2014

・Interviewed based on “mining interview patterns” (Iba and Yoder 2014), that recommend the interviewers to ask questions along following line: solution, problem, and context.


Made groups of similar problems / similar solutions

Tried to make new categories, avoiding to converge into typical categories.Wrote down ideas and problems, then categorized them.


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


Patter IllustratingDrawing illustrations for readers to be able to understand and remember the meaning of the patterns.








using it as collaborative tools to design education








Vote for the Attractive


Special Stage

Ending Party

- Make child architecture model.

- Research the existing architectures and read out the essences which characterize them (like DNA).

- Select father and mother architecture.- Generate child architecture which inherits genes

from parents.

Designing an architecture design class with patternsfor example…


The basics of learning is “imitating”. Therefore, beginners are (wanted) to build up the strength to create by referring things.

The students’ attitude tends to become being taught, by thinking of the referring work as an “answer”.

Students research and select two existing works as father and mother. Then, students read out the essence of them (like DNA), and create new ideas that inherit those essences.

▼Therefore

▼In this context

No. 1





Special Stage

Ending Party

- Make child architecture model.- Vote for the best architecture, and the student with

more polls can make a presentation and be commented.



from parents.



No. 2


Students are wanted to present their project to gain feedback.

Much time is needed to give a comment on every single students.

Students and teachers take a vote on the attractive work they want to hear, and decide the order of it by the polling score.

▼Therefore

▼In this context




Special Stage

Ending Party

- Make child architecture model.- Vote for the best architecture, and the student with

more polls can make a presentation and be commented.

- Go to the teacher outside class and have your esquisse checked.

- Update your model.iteration



from parents.



No. 4


As the course goes on, the quality of students’ outputs and ideas will vary greatly.

If we ignore the situation, the gap between students get bigger and bigger.

Check each student’s esquisse that is the method for students to make a plan on their project with the teacher 1-on-1.

▼Therefore

▼In this context




Special Stage

Ending Party


- Update your model.- Midterm presentation.

- Vote for the best architecture, and the student with more polls can make a presentation and be commented.






from parents.


Special Stage

No. 11


Students are work ing on the i r fina l assignment using what they have learned this semester.

Just having students submit their good work to teachers do not respond to their efforts.

Make it a grand final presentation for the students so that it reflects the good work done and conclude the hardships of their project.

▼Therefore

▼In this context




Special Stage

Ending Party


- Update your model.

- Closing Party

- Midterm presentation.

- Final Presentation.









from parents.


Ending Party

No. 13


The last course ended.

The hard work done by students and the support that teachers did to students will not have enough praise, concluding without much satisfaction.

After the final presentation, hold a party to celebrate the successful completion of the course with both teachers and students.

▼Therefore

▼In this context




Special Stage

Ending Party



- Closing Party


- Final Presentation.









from parents.





Special Stage

Ending Party



from parents.





- Final Presentation.- Closing Party






iteration

iteration


Abstract the Essence Vote for the Attractive Visible Efforts Improvement







1. Background



5. Summary

2. Method


1. Background



5. Summary

2. Method

5. summary

Open Source Education


By having Design Patterns for Creative Educational Program…

・Design education that was only designable for experteducators will be opened.

・It can design education so that it offers creativelearning.

It tells us how the programs should be designed since it contains the form of creative education programs and its design concepts.

・


COINS2016 (International Conference on Collaborative Innovation Networks)

Faculty of Policy Management, Keio University, Japan

Norihiko KimuraHitomi Shimizu

Iroha OgoShuichiro Ando

Takashi Iba

Presenter: