Learning 3.0: The Age of Creative Learning

Learning 3.0The Age of Creative Learning

Project X3 Symposium (09/16/2011, Shizuoka, Japan)

Takashi IbaFaculty of Policy ManagementKeio Universityhttp://twitter.com/takashiiba

http://twitter.com/#!/takashiiba

http://twitter.com/#!/takashiiba

Takashi IbaAssociate Professor, Faculty of Policy Management, Keio UniversityPh.D. in Media and Governance

Current theme of exploration- Theory and methodology of creative processes (Creative Systems Theory / Creative Language)

Other Interests & Activities- social systems theory (complex systems, autopoiesis)- learning & education- network analysis- multi-agent simulation- chaos & generative art- photograph & films

Teaching- Social systems theory- Pattern language- Simulation Design- Mathematics of Complex Systems

Creative Learning

Pattern Languagewith

Creative Learning

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withCreative Learning

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‣ In recent complex society, it is essential to find problems and think of solutions from various points of view 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.

The Advent of Creative Society

Iba, Ichikawa, Sakamoto, and Yamazaki, PLoP2011, 2011

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Collaboration SkillsWorkshop2004～2008@SFC

Case of Creative Learning

Collaboration Skills Workshop2004～2008@Keio University


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Creative Learning

Pattern Language


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‣Pattern language is written design knowledge in a certain domain.

design knowledge = the knowledge of problem finding and problem solving

‣A pattern language consists of patterns that describe what kind of problem frequently occurs in a certain context, and what is a good solution for the problem.

‣It was invented as a tool for thinking and communicating about the design (in architecture).

Pattern Language

Christopher Alexanderhttp://articles.sfgate.com/2006-02-03/entertainment/17283368_1_mathematical-practical-architecture Chronicle / Jerry Telfer

http://articles.sfgate.com/2006-02-03/entertainment/17283368_1_mathematical-practical-architecture

http://articles.sfgate.com/2006-02-03/entertainment/17283368_1_mathematical-practical-architecture

Context

Problem

Solution

Problem Finding

Problem Solving

design

Design = Problem Finding + Problem Solving

C. Alexander, Notes on the Synthesis of Form, Harvard University Press, 1964

designer

Context

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Problem Solvingdesign

“design knowledge”

pattern language

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http://stephania32.wordpress.com/

Christopher Alexander

C. Alexander, S. Ishikawa, M. Silverstein,A Pattern Language: Towns, Buildings, Construction, Oxford University Press, 1977

The method of pattern languages was originally proposed in architecture in late 70’s.

http://stephania32.wordpress.com


121. Path Shape *

Streets should be for staying in, and not just for moving through, the way they are today.

For centuries, the street provided city dwellers with usable public space right outside their houses. Now, in a number of subtle ways, the modern city has made streets which are for “going through,” not for “staying in.” This is reinforced by regulations which make it a crime to loiter, by the greater attractions inside the side itself, and by streets which are so unattractive to stay in, that they almost force people into their houses.

From an environmental standpoint, the essence of the problem is this: streets are “centrifugal” not “centripetal”: they drive people out instead of attracting them in. In order to combat this effect, the pedestrian world outside houses must be made into the kind of place where you stay, rather the kind of place you move through. It must, in short, be made like a kind of outside public room, with a greater sense of enclosure then a street. This can be accomplished if we make residential pedestrian streets subtly convex in plan with seats and galleries around the edges, and even sometimes roof the streets with beams or trelliswork.

Therefore:Make a bulge in the middle of public path, and make the ends narrower, so that the path forms an enclosure which is a place to stay, not just a place to pass through.

73. Adventure Playground

A castle, made of cartons, rocks, and old branches, by a group of children for themselves, is worth a thousand perfectly detailed, exactly finished castles, made for them in a factory.

Play has many functions; it gives children a chance to be together, a chance to use their bodies, to build muscles, and to test new skills. But above all, play is a function of the imagination. A child’s play is his way of dealing with the issues of his growth, of relieving tensions and exploring the future. It reflects directly the problems and joys of his social reality. Children come to terms with the world, wrestle with their pictures of it, and reform these pictures constantly, through those adventures of imagination we call play.

Therefore:Set up a playground for the children in each neighborhood. Not a highly finished playground, with asphalt and swings, but a place with raw materials of all kinds --- nets, boxes, barrels, trees, ropes, simple tools, frames, grass, and water --- where children can create and re-create playgrounds of their own.

Any kind of playground which disturbs, or reduces, the role of imagination and makes the child more passive, more the recipient of someone else’s imagination, may look nice, may be clean, may be safe, may be health --- but it just cannot satisfy the fundamental need which play is all about. And, to put it bluntly, it is a waste of time and money. Huge abstract sculptured playlands are just as bad as asphalt playgrounds and jungle gyms. They are not just sterile; they are useless. The functions they perform have nothing to do with the child’s most basic needs. ... This need for adventurous and imaginative play is taken care of handily in small towns and in the countryside, where children have access to raw materials, space, and a somewhat comprehensible environment. In cities, however, it has become a pressing concern. The world of private toys and asphalt playgrounds does not provide the proper settings for this kind of play.

Context

Problem

Solution

Problem Finding

Problem Solving

design

Design = Problem Finding + Problem Solving

C. Alexander, Notes on the Synthesis of Form, Harvard University Press, 1964

http://stephania32.wordpress.com/

Christopher Alexander

C. Alexander, S. Ishikawa, M. Silverstein,A Pattern Language: Towns, Buildings, Construction, Oxford University Press, 1977

The method of pattern languages was originally proposed in architecture in late 70’s.



Ward CunninghamKent Beck

http://commons.wikimedia.org/wiki/File:Ward_Cunningham_at_Wikimania_2006.jpg

Kent Beck & Ward Cunningham, “Using Pattern Languages for Object-Oriented Program”, OOPSLA '87, 1987

http://commons.wikimedia.org/wiki/File:Kent_Beck_no_Workshop_Mapping_XP.jpg

The method of pattern languages was applied into software design in late 80’s













http://researchweb.watson.ibm.com/designpatterns/pubs/ddj-eip-award.htm

GoF (Gang of Four)

Erich Gamma, Richard Helm, Ralph Johnson, John M. Vlissides,Design Patterns: Elements of Reusable Object-Oriented Software,Addison-Wesley Professional, 1994

The method of pattern languages became famous in software design, as design pattern in 90’s.





The method of pattern languages has been applied into new areas of design in a broad sense.

The tool for thinking and communicating how to learn actively

Learning PatternsA Pattern Language for Creative Learning

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Learning Patterns consist of 40 patterns, and there are three types of patterns.

• First type is the root pattern of this pattern language. To be concrete, it is Design Your Learning (No.0).

• Second type is the category patterns that emphasize the essence of creative learning and group detail patterns, which we’ll mention next. Making Opportunities (No.1), Creative Project (No.2), and Open-Process Learning (No.3) are category patterns.

• Third type is detail patterns for providing the practical approach to achieve creative learning. 36 patterns are introduced as this type of patterns in this book.

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Pattern From

Pattern Name is the attractive and memorable words that can be used as vocabulary for thinking and communication concerning the way of learning. Introductory Sentences and Illustration are 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 the pattern. Problem describes a difficulty that often occurred in the context but is not easy to overcome. Forces are unavoidable laws that make the problem hard to solve. Solution describes the way to solve the problem, which is written in an abstract way. Actions offer concrete approaches to put the solution into practice.

Jump InDo not hesitate to jump in with your community for learners.

You are just starting out and you have already found the candidate community of learners related to your interests.

▼ In this context

You are still doubtful whether the community is really suitable for you.

Jump in the community for your learning.

▼ Therefore

No. 4

Learning by Imitation Begins with imitating the ways of the master.

You have just started to learn new skills, maybe after doing Jump In (No.4).

▼ In this context

It is difficult to find your own way from the beginning.

Begin with imitating the ways of the master to learn.

▼ Therefore

No. 5

Initial Draft Only HalfwayMake an initial draft to clarify your understanding, and then re-write it again and again for readers.

You are writing your ideas in order to share them with others.

▼ In this context

Initial draft is not suitable to be read by others.

After finishing an initial draft, brush it up with an objective view, while considering whether or not readers can easily understand.

▼ Therefore

No.25

Initial Draft Finished!

Completed!

Community of LearningTwo heads or more are likely better than one.

You’ve realized that what you are starting to work on is a challenging problem or activity.

▼ In this context

What you want to study is too big and too hard to explore alone.

Build a community of learning with people who share similar interests.

▼ Therefore

No.28


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Creative Learning

Pattern Language


Pattern Language

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Pattern Language3.

‣ Learning with Using a Pattern Language

‣ Learning with Making a Pattern Language

‣ Learning with Understanding a Pattern Language


http://learningpatterns.sfc.keio.ac.jp/

http://twitter.com/LPattern

http://learningpatterns.sfc.keio.ac.jp

http://learningpatterns.sfc.keio.ac.jp

http://twitter.com/takashiiba

http://twitter.com/takashiiba


Pattern Language3.





Experience Mining and Dialogues

Making a list of the learning patterns you have experienced.

Choose 5 patterns you want to gain in the near future.

Experience Mining and Dialogueswith a Pattern Language for Creative Learning

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Ken

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

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

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Workshop in the class of Pattern Language2010@Keio University

0! 5! 10! 15! 20! 25! 30!

0 学びのデザイン!

1 SFCマインドをつかむ!

2 研究プロジェクト中心!

3 SFCをつくる!

4 学びの竜巻!

5 知のワクワク！!

6 研究への情熱!

7 まずはつかる!

8 「まねぶ」ことから!

9 教わり上手になる!

10 身体で覚える!

11 成長の発見!

12 言語のシャワー!

13 アウトプットからはじまる学び!

14 プロトタイピング!

15 学びのなかの遊び!

16 動きのなかで考える!

17 フィールドに飛び込む!

18 偶有的な出会い!

19 フロンティアンテナ!

20 広がりと掘り下げの「T字」!

21 隠れた関係性から学ぶ!

22 右脳と左脳のスイッチ!

23 鳥の眼と虫の眼!

24 量は質を生む!

25 自分で考える!

26 目的へのアプローチ!

27 捨てる勇気!

28 学びの共同体をつくる!

29 「はなす」ことでわかる!

30 ライバルをつくる!

31 教えることによる学び!

32 外国語の普段使い!

33 小さく生んで大きく育てる!

34 魅せる力!

35 「書き上げた」は道半ば!

36 ゴール前のアクセル!

37 セルフプロデュース!

38 断固たる決意!

39 突き抜ける!

人数

体験したパターンとその人数（全学年）１年２年３年４年

How many participants have experience of each pattern?@ The Class of Pattern Language, 2010

Co-occurrence network of patterns@ The Class of Pattern Language, 2010

Co-occurrence network of participants@ The Class of Pattern Language, 2010

Workshop in the COINs2011 Conference

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How many participants have experience of each pattern?@ COINs2011 Conference

Attractive Expression

Explorer’s Passion

Thinking in

Action

Tornado of

Learning Embodied

Skills

Fruit Farming Multi Camera

Shooting

Learning by

Teaching

Output Driven Learning

Brave Change

Be Extreme!

Initial Draft Only

Halfway

Obvious Reason

Good Rivals

Foreign Language

Every Day

Right Way Talking

Thinker

Effective Asking

Consequential Encounter

Tangible Piles

Community of

Learning

Chain of

Excitement!

Jump In

A Bird’s

& Bug’s Eye

View Self Producing

Field Diving

Frontier Finder

Acceleration to Next

Hidden Connections

Prototyping

Firm Determination

Triangle Scaling

Playful Learning

Language Shower

Creative Switch

Learning by

Imitation

Co-occurrence network of patterns@ COINs2011 Conference

Joanna Lyisoureutoy

Maria

Sibashicu

Julia

Chris Miller

Yang

Melina

No name 1 Takis

Allycia Jones

Karsten Jansen

Matthaus Zylka

Olav

Jermain Kaminski

Peter Gloor

Robin Ricjardson Ralf

Thomas Fundnerder

Misali Salasez

Catherine Walthard

Co-occurrence network of participants@ COINs2011 Conference

Patterns Exp Analyzer: Data Inputter

generating tsv fileabout patterns exp.

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Patterns Exp Analyzer: Data Composer

tsv files about patterns exp.

csv files for graph reprensentation

tsv files fornetwork visualization

Joanna Lyisoureutoy

Maria

Sibashicu

Julia

Chris Miller

Yang

Melina

No name 1 Takis

Allycia Jones

Karsten Jansen

Matthaus Zylka

Olav

Jermain Kaminski

Peter Gloor

Robin Ricjardson Ralf

Thomas Fundnerder

Misali Salasez

Catherine Walthard

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Learning Patterns WorkshopThe biggest workshop we’ve facilitate is 450 participants!


Pattern Language3.





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2008～2009@Keio UniversityLearning Patterns Project

Learning Patterns Project2008～2009@Keio University

Oct.1,2008

Oct.8,2008

Oct.15,2008

Oct.29,2008

Learning Patterns Project

Nov.5,2008

Nov.7,2008

Nov.12,2008

Nov.26,2008


Dec.3,2008

Dec.12,2008

Dec.17,2008

Dec 21,2008


Jan.14,2008

Jan.21,2008


Jan.7,2009


Writing Process of the pattern “Learning by Teaching”

“How to Write Tacit Knowledge As a Pattern Language: Media Design for Spontaneous and Collaborative Communities” (Takashi Iba, Mami Sakamoto, and Toko Miyake, COINs2010)

No.0「学びのデザイン」

井庭

加藤

三宅

下西

小林

09/02/07 09/02/0909/02/05

花房

四元

飯田

坂本

09/02/09

No.5「知のワクワク！」

井庭

加藤

三宅

下西

小林

08/12/10

花房

四元

飯田

坂本

08/12/21 08/12/3108/12/27 09/01/07 09/02/1108/12/10 08/12/17 09/02/11

No.10「身体で覚える」

井庭

加藤

三宅

下西

小林

花房

四元

飯田

坂本

08/12/23 09/01/07 09/03/06 09/03/0908/11/05 08/11/26 09/01/04 09/03/0708/11/05

No.15「学びのなかの遊び」

井庭

加藤

三宅

下西

小林

‘08/11/26 ‘08/12/03

花房

四元

飯田

坂本

‘08/12/10 ‘08/12/21 ‘08/12/27 ‘09/01/04‘08/12/31

‘09/03/07‘09/01/07 ‘09/03/09‘09/03/08‘09/03/08‘09/03/07

No.20「広がりと掘り下げの「Ｔ字」」

井庭

加藤

三宅

下西

小林

‘08/12/21‘08/12/17

花房

四元

飯田

坂本

‘09/01/04‘09/01/04 ‘09/01/07 ‘09/03/09 ‘09/03/09

‘09/03/11‘09/03/12

No.25「自分で考える」

井庭

加藤

三宅

下西

小林

‘08/11/12

花房

四元

飯田

坂本

‘09/03/10

‘09/03/10‘09/03/10‘09/03/10‘09/03/11‘09/03/11

‘09/03/12

No.30「ライバルをつくる」

井庭

加藤

三宅

下西

小林

花房

四元

飯田

坂本

09/01/14 09/03/10

09/03/11‘09/0310’09/0311‘09/0310

09/03/1209/01/21

No.35「書き上げたは道半ば」

井庭

加藤

三宅

下西

小林

‘08/11/26 ‘09/01/07‘08/12/17

花房

四元

飯田

坂本

‘09/01/04’09/01/04‘08/12/17 ‘08/12/21 ‘09/03/12 ‘09/03/13

‘09/03/12‘09/03/12‘09/03/12‘09/03/12

No.1「SFCマインドをつかむ」

井庭

加藤

三宅

下西

小林

08/12/17

花房

四元

飯田

坂本

08/12/10 09/01/0408/12/31 09/01/06 09/02/0909/02/0909/02/07

No.6「研究への情熱」

井庭

加藤

三宅

下西

小林

08/11/20

花房

四元

飯田

坂本

08/11/24 09/01/0409/01/04 09/01/07 09/02/11 09/02/11

No.11「成長の発見」

井庭

加藤

三宅

下西

小林

花房

四元

飯田

坂本

08/12/23 09/01/07 09/03/06 09/03/0908/11/05 09/01/0409/01/02 09/03/0708/11/05

No.16「動きのなかで考える」

井庭

加藤

三宅

下西

小林

‘08/10/26

花房

四元

飯田

坂本

‘09/03/09‘08/11/12‘08/10/28 ‘08/10/28 ‘08/10/28 ‘09/03/09‘09/03/09

‘09/03/09

No.21「隠れた関係性から学ぶ」

井庭

加藤

三宅

下西

小林

花房

四元

飯田

坂本

08/11/23 09/03/1208/12/21 08/12/25 09/01/02 09/01/05 09/03/1009/03/1109/03/1109/03/10

No.26「目的へのアプローチ」

井庭

加藤

三宅

下西

小林

‘08/12/21 ‘08/12/27

花房

四元

飯田

坂本

‘09/01/07 ‘09/03/10

‘09/03/10

‘09/03/10‘09/03/10

‘09/03/11

‘09/03/11

‘09/03/12

No.31「教えることによる学び」

井庭

加藤

三宅

下西

小林

花房

四元

飯田

坂本

08/12/21 08/12/27 09/01/07 09/03/1308/11/07 08/12/17 08/12/21 08/12/31 09/03/1209/03/12

No.36「ゴール前のアクセル」

井庭

加藤

三宅

下西

小林

‘08/12/21‘08/11/12

花房

四元

飯田

坂本

‘09/01/07 ‘09/03/12

‘09/03/12‘09/03/12‘09/03/13‘09/03/12

‘09/03/13‘08/12/10

No.2「研究プロジェクト中心」

井庭

加藤

三宅

下西

小林

08/12/10

花房

四元

飯田

坂本

08/12/21 08/12/25 09/02/07 09/02/09 09/02/09

No.7「まずはつかる」

井庭

加藤

三宅

下西

小林

08/11/22

花房

四元

飯田

坂本

09/01/0409/01/02 09/01/05 09/03/06 09/03/0908/11/20

09/03/0609/03/0709/03/07

No.12「言語のシャワー」

井庭

加藤

三宅

下西

小林

08/12/21

花房

四元

飯田

坂本

09/01/0409/01/0208/12/20 08/12/21 08/12/24 09/01/05 09/03/07

09/03/0709/03/0809/03/08

09/03/09

No.17「フィールドに飛び込む」

井庭

加藤

三宅

下西

小林

‘08/11/26 ‘08/12/27‘08/12/10

花房

四元

飯田

坂本

‘09/03/09 ‘09/03/09‘09/03/09

‘09/03/09‘09/01/07‘08/12/30‘09/01/04

No.22「右脳と左脳のスイッチ」

井庭

加藤

三宅

下西

小林

‘08/11/20 ‘08/12/22‘08/12/17

花房

四元

飯田

坂本

‘09/01/04‘09/03/10‘08/12/31

‘09/03/10‘09/01/07

‘09/03/10

‘09/03/11

‘09/03/12‘09/03/11

No.27「捨てる勇気」

井庭

加藤

三宅

下西

小林

‘08/11/10‘08/11/02

花房

四元

飯田

坂本

‘09/03/10‘08/11/05 ‘08/11/12‘09/03/11‘09/03/10‘09/03/11‘09/03/10

‘09/03/12

No.32「外国語の普段使い」

井庭

加藤

三宅

下西

小林

‘08/12/21 ‘08/12/27‘08/12/10

花房

四元

飯田

坂本

‘09/01/07‘09/01/04‘08/12/31 ‘09/03/12

‘09/03/12’09/03/12‘09/03/12

‘09/03/13

No.37「セルフプロデュース」

井庭

加藤

三宅

下西

小林

‘08/12/31

花房

四元

飯田

坂本

‘09/01/07 ‘09/03/12

‘09/03/12‘09/03/12‘09/03/13‘09/03/12

‘09/03/13‘08/12/22‘08/12/10

No.3「SFCをつくる」

井庭

加藤

三宅

下西

小林

08/12/2108/12/17

花房

四元

飯田

坂本

08/12/17 09/01/04 09/01/07 09/02/0709/02/09

09/02/09

No.8「「まねぶ」ことから」

井庭

加藤

三宅

下西

小林

花房

四元

飯田

坂本

08/10/30 09/03/0908/11/05 08/11/12 09/03/0608/11/01 08/11/05 08/11/12 08/11/1209/03/0609/03/0709/03/07

08/11/12

No.13「アウトプットからはじまる学び」

井庭

加藤

三宅

下西

小林

‘08/11/02 ‘08/11/05‘08/10/31

花房

四元

飯田

坂本

‘09/01/10 ‘09/01/12 ‘09/03/07‘09/03/07

‘09/03/08‘09/03/08 ‘09/03/09

No.18「偶有的な出会い」

井庭

加藤

三宅

下西

小林

08/12/10

花房

四元

飯田

坂本

08/12/21 09/01/0408/12/3108/12/27 09/01/07 09/03/09 09/03/09

09/03/11 09/03/1208/12/10 08/12/17

No.23「「鳥の眼」と「虫の眼」」

井庭

加藤

三宅

下西

小林

花房

四元

飯田

坂本

08/12/21 08/12/27 09/01/07 09/03/10

09/03/1109/03/1009/03/1009/03/11

09/03/1208/12/10 08/12/17

No.28「学びの共同体をつくる」

08/12/21 08/12/21 09/01/0408/12/27 09/01/07 09/03/1109/03/10

09/03/1009/03/11

09/03/1209/03/1008/12/1708/12/03

井庭

加藤

三宅

下西

小林

花房

四元

飯田

坂本

No.33[「小さく産んで大きく育てる」

井庭

加藤

三宅

下西

小林

09/01/14

花房

四元

飯田

坂本

09/01/21 09/03/12 09/03/1309/03/12

No.38「断固たる決意」

井庭

加藤

三宅

下西

小林

08/10/31

花房

四元

飯田

坂本

09/03/1208/11/12 09/03/12 09/03/1308/11/1108/11/0908/11/02 08/11/0708/11/01

No.4「学びの竜巻」

井庭

加藤

三宅

下西

小林

08/10/28

花房

四元

飯田

坂本

09/02/1108/10/2808/10/28 09/02/11

No.9「教わり上手になる」

井庭

加藤

三宅

下西

小林

花房

四元

飯田

坂本

08/12/10 08/12/27 09/01/07 09/03/06 09/03/0908/11/20 08/12/21 08/12/31 09/03/07

No.14「プロトタイピング」

井庭

加藤

三宅

下西

小林

‘08/11/26 ‘08/12/03

花房

四元

飯田

坂本

‘08/12/10 ‘08/12/21 ‘08/12/27 ‘09/01/04‘08/12/31

‘09/03/07‘09/01/07 ‘09/03/09‘09/03/08‘09/03/08‘09/03/07

No.19「フロンティアンテナ」

井庭

加藤

三宅

下西

小林

09/03/09

花房

四元

飯田

坂本

09/03/1109/03/09 09/03/1208/10/28 08/10/29

08/10/31 08/11/05 08/11/08 08/11/10 09/03/10 09/03/1109/03/10

09/03/1009/03/11

09/03/1208/10/31

井庭

加藤

三宅

下西

小林

花房

四元

飯田

坂本

No.26「量は質を生む」

No.29「「はなす」ことでわかる」

井庭

加藤

三宅

下西

小林

花房

四元

飯田

坂本

08/12/21 08/12/27 09/01/07 09/03/10

09/03/1109/03/1009/03/1109/03/1009/03/10

09/03/1208/11/07 08/11/26 08/12/21 08/12/31

No.34「魅せる力」

井庭

加藤

三宅

下西

小林

‘08/11/20 ‘08/12/24

花房

四元

飯田

坂本

‘09/03/12’09/03/12‘09/03/12’09/03/12

‘09/03/12 ‘09/03/13‘09/01/06‘08/12/31

No.39「突き抜ける」

井庭

加藤

三宅

下西

小林

‘09/01/04‘09/01/05‘08/12/25

花房

四元

飯田

坂本

‘09/03/12‘09/01/04‘09/01/02

‘09/03/12‘09/03/12‘09/03/13‘09/03/12

‘09/03/13

“How to Write Tacit Knowledge As a Pattern Language: Media Design for Spontaneous and Collaborative Communities” (Takashi Iba, Mami Sakamoto, and Toko Miyake, COINs2010)

Creative Project with Generative Participant


The original Japanese edition of the Learning Patterns

Presentation Patterns Project2011@Keio University

Pedagogical Patternsfor Creative Learning

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Learning Patterns Card Game

Y. Okazaki, A. Takaoka, Y. Okabe, M. Sakamoto, and T. Iba, “Learning Patterns Card Game,” COINs2011

Creative Project with Generative Participant



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Niklas Luhmannhttp://www.mt-online.de/start/letzte_meldungen_aus_der_region/4219080_Bielefeld_Universitaet_Bielefeld_erwirbt_Nachlass_von_Luhmann.html

http://www.mt-online.de/start/letzte_meldungen_aus_der_region/4219080_Bielefeld_Universitaet_Bielefeld_erwirbt_Nachlass_von_Luhmann.html












The framework of Social Systems Theory

The framework of Creative Systems Theory

Iba, T. (2009). "An Autopoietic Systems Theory for Creativity,”in Collaborative Innovation Networks Conference 2009

Learning 3.0: The Age of Creative Learning

Education

Transcript of Learning 3.0: The Age of Creative Learning