design patterns for creative educational program (coins16) by hitomi shimizu
TRANSCRIPT
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
Design Patterns for Creative Educational Program
3. Design Patterns for Creative Education Program
4. How to use these patterns
5. Summary
2. Method
Design Patterns for Creative Educational Program
1. Background
3. Design Patterns for Creative Education Program
4. How to use these patterns
5. Summary
2. Method
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
“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
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
1. Background
Design Patterns for Creative Educational Program
3. Design Patterns for Creative Education Program
4. How to use these patterns
5. Summary
2. Method
Design Patterns for Creative Educational Program
1. Background
3. Design Patterns for Creative Education Program
4. How to use these patterns
5. Summary
2. Method
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
Design Patterns for Creative Educational Program
3. Design Patterns for Creative Education Program
4. How to use these patterns
5. Summary
2. Method
Design Patterns for Creative Educational Program
1. Background
3. Design Patterns for Creative Education Program
4. How to use these patterns
5. Summary
2. Method
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
3. Design Patterns for Creative Education Program
In my class, I want learners to create something with unique ideas, even if they are beginners.
3. Design Patterns for Creative Education Program
Since each students have two works to refer to, the works in all will become so various that some students may have referred to a work that the teacher may not know of. Therefore, teachers may as well search for the essence of the work, becoming able to learn together without the teachers / learners structure. Also, students’ technique in researching will be brushed up.
Abstract the Essence
The basics of learning is “imitating”. Therefore, beginners are (wanted) to build up the strength to create by referring things.
The students’ attitude tends to become being taught, by thinking of the referring work as an “answer”.
Students research and select two existing works as father and mother. Then, students read out the essence of them (like DNA), and create new ideas that inherit those essences.
▼Consequently
▼Therefore
▼In this context
No. 1
3. Design Patterns for Creative Education Program
3. Design Patterns for Creative Education Program
In my class, I want learners to keep up with my class even when they’re having trouble with their project .
We can push up students who were falling behind. The ideas, projects that made a rapid progress by the check, become the center of attention in the next course. However, this method forces teachers to spare much time, so they need to be prepared for that. If the teacher has a reliable Student Assistant or Teacher Assistant, the teacher may depend on them.
Improvement by Esquisse Check
As the course goes on, the quality of students’ outputs and ideas will vary greatly.
If we ignore the situation, the gap between students get bigger and bigger.
Check each student’s esquisse that is the method for students to make a plan on their project with the teacher 1-on-1.
▼Consequently
▼Therefore
▼In this context
No. 4
3. Design Patterns for Creative Education Program
3. Design Patterns for Creative Education Program
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
3. Design Patterns for Creative Education Program
Abstract the Essence Vote for the 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
3. Design Patterns for Creative Education Program
Design Patterns for Creative Educational Program
1. Background
3. Design Patterns for Creative Education Program
4. How to use these patterns
5. Summary
2. Method
Design Patterns for Creative Educational Program
1. Background
3. Design Patterns for Creative Education Program
4. How to use these patterns
5. Summary
2. Method
Mining InterviewThe way to investigate the best experiences or best practices for collecting information to write patterns.
4. How to use these patterns
4. How to use these patterns
・Interviewed six experts, all professors of Keio University in Japan, who have years of experience teaching creative educational courses.
Iba T, Yoder J (2014) Mining Interview Patterns: Patterns for Effectively Obtaining Seeds of Patterns. In: Proceedings of the 10th
Latin American Conference on Pattern Languages of Programs (SugarLoaf PLoP '14), São Paulo, Brazil, Nov 2014
・Interviewed based on “mining interview patterns” (Iba and Yoder 2014), that recommend the interviewers to ask questions along following line: solution, problem, and context.
4. How to use these patterns
Made groups of similar problems / similar solutions
Tried to make new categories, avoiding to converge into typical categories.Wrote down ideas and problems, then categorized them.
4. How to use these patterns
Brushed up the patterns again and again.Wrote the ideas and problems into the format of Context, Problem, and Solution. Brushed them up again and again, named and drew illustrations that express the pattern.
4. How to use these patterns
Patter IllustratingDrawing illustrations for readers to be able to understand and remember the meaning of the patterns.
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
4. How to use these patterns
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
4. Design Patterns for Creative Education Program
Abstract the Essence
Vote for the Attractive
Improvement by Esquisse Check
Special Stage
Ending Party
- Make child architecture model.
- Research the existing architectures and read out the essences which characterize them (like DNA).
- Select father and mother architecture.- Generate child architecture which inherits genes
from parents.
Designing an architecture design class with patternsfor example…
Abstract the Essence
The basics of learning is “imitating”. Therefore, beginners are (wanted) to build up the strength to create by referring things.
The students’ attitude tends to become being taught, by thinking of the referring work as an “answer”.
Students research and select two existing works as father and mother. Then, students read out the essence of them (like DNA), and create new ideas that inherit those essences.
▼Therefore
▼In this context
No. 1
4. Design Patterns for Creative Education Program
Abstract the Essence
Vote for the Attractive
Improvement by Esquisse Check
Special Stage
Ending Party
- Make child architecture model.- Vote for the best architecture, and the student with
more polls can make a presentation and be commented.
- Research the existing architectures and read out the essences which characterize them (like DNA).
- Select father and mother architecture.- Generate child architecture which inherits genes
from parents.
Designing an architecture design class with patternsfor example…
Vote for the Attractive
No. 2
4. Design Patterns for Creative Education Program
Students are wanted to present their project to gain feedback.
Much time is needed to give a comment on every single students.
Students and teachers take a vote on the attractive work they want to hear, and decide the order of it by the polling score.
▼Therefore
▼In this context
Abstract the Essence
Vote for the Attractive
Improvement by Esquisse Check
Special Stage
Ending Party
- Make child architecture model.- Vote for the best architecture, and the student with
more polls can make a presentation and be commented.
- Go to the teacher outside class and have your esquisse checked.
- Update your model.iteration
- Research the existing architectures and read out the essences which characterize them (like DNA).
- Select father and mother architecture.- Generate child architecture which inherits genes
from parents.
Designing an architecture design class with patternsfor example…
Improvement by Esquisse Check
No. 4
4. Design Patterns for Creative Education Program
As the course goes on, the quality of students’ outputs and ideas will vary greatly.
If we ignore the situation, the gap between students get bigger and bigger.
Check each student’s esquisse that is the method for students to make a plan on their project with the teacher 1-on-1.
▼Therefore
▼In this context
Abstract the Essence
Vote for the Attractive
Improvement by Esquisse Check
Special Stage
Ending Party
- Make child architecture model.
- Update your model.- Midterm presentation.
- Vote for the best architecture, and the student with more polls can make a presentation and be commented.
- Vote for the best architecture, and the student with more polls can make a presentation and be commented.
- Go to the teacher outside class and have your esquisse checked.
- Update your model.iteration
- Research the existing architectures and read out the essences which characterize them (like DNA).
- Select father and mother architecture.- Generate child architecture which inherits genes
from parents.
Designing an architecture design class with patternsfor example…
Special Stage
No. 11
4. How to use these patterns
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
Abstract the Essence
Vote for the Attractive
Improvement by Esquisse Check
Special Stage
Ending Party
- Make child architecture model.
- Update your model.
- Closing Party
- Midterm presentation.
- Final Presentation.
- Vote for the best architecture, and the student with more polls can make a presentation and be commented.
- Vote for the best architecture, and the student with more polls can make a presentation and be commented.
- Go to the teacher outside class and have your esquisse checked.
- Go to the teacher outside class and have your esquisse checked.
- Update your model.iteration
- Update your model.iteration
- Research the existing architectures and read out the essences which characterize them (like DNA).
- Select father and mother architecture.- Generate child architecture which inherits genes
from parents.
Designing an architecture design class with patternsfor example…
Ending Party
No. 13
4. How to use these patterns
The last course ended.
The hard work done by students and the support that teachers did to students will not have enough praise, concluding without much satisfaction.
After the final presentation, hold a party to celebrate the successful completion of the course with both teachers and students.
▼Therefore
▼In this context
Abstract the Essence
Vote for the Attractive
Improvement by Esquisse Check
Special Stage
Ending Party
- Make child architecture model.
- Update your model.
- Closing Party
- Midterm presentation.
- Final Presentation.
- Vote for the best architecture, and the student with more polls can make a presentation and be commented.
- Vote for the best architecture, and the student with more polls can make a presentation and be commented.
- Go to the teacher outside class and have your esquisse checked.
- Go to the teacher outside class and have your esquisse checked.
- Update your model.iteration
- Update your model.iteration
- Research the existing architectures and read out the essences which characterize them (like DNA).
- Select father and mother architecture.- Generate child architecture which inherits genes
from parents.
Designing an architecture design class with patternsfor example…
Abstract the Essence
Vote for the Attractive
Improvement by Esquisse Check
Special Stage
Ending Party
- Research the existing architectures and read out the essences which characterize them (like DNA).
- Select father and mother architecture.- Generate child architecture which inherits genes
from parents.
- Midterm presentation.
- Vote for the best architecture, and the student with more polls can make a presentation and be commented.
- Go to the teacher outside class and have your esquisse checked.
- Update your model.
- Final Presentation.- Closing Party
- Make child architecture model.
- Vote for the best architecture, and the student with more polls can make a presentation and be commented.
- Go to the teacher outside class and have your esquisse checked.
- Update your model.
- Update your model.
iteration
iteration
Designing an architecture design class with patternsfor example…
Abstract the Essence Vote for the 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
4. How to use these patterns
Design Patterns for Creative Educational Program
1. Background
3. Design Patterns for Creative Education Program
4. How to use these patterns
5. Summary
2. Method
Design Patterns for Creative Educational Program
1. Background
3. Design Patterns for Creative Education Program
4. How to use these patterns
5. Summary
2. Method
Design Patterns for Creative Educational Program
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.
・