2. Natural
&
Creative
Living
Lab
Iba Lab, Keio University SFC
「ナチュラルにクリエイティブに生きる」ことができる「創造社会」に向けて、
Takashi Iba
井庭 崇
慶應義塾大学SFC 総合政策学部 教授
博士(政策・メディア) - Ph.D in Media and Governance
慶應義塾大学クリエイティブ・ラーニング・ラボ 代表
株式会社クリエイティブシフト 代表取締役社長
国際学術NPO組織 The Hillside Group 理事
一般社団法人 みつかる+わかる 理事
SFC卒業生(1993年入学 4期生:環境情報学部)
一人ひとりが持つ日常的な「自然な創造性」(Natural Creativity)の支援。
新しい学問をつくる: 創造実践学/創造の哲学/未来社会学
いろいろな分野で、創造実践メディア「パターン・ランゲージ」をつくる。
8. C C
C
Consumption Communication Creation
消費社会 コミュニケーション社会
(狭義の情報社会)
創造社会
Creative Society
人々が、自分たちで
自分たちの物や仕組み・あり方
などを「つくる」ことができる社会。
一人ひとりが自然な創造性を発揮する。
消費社会 情報社会 創造社会
12. C C
C
Consumption Communication Creation
消費社会 コミュニケーション社会
(狭義の情報社会)
創造社会
Creative Society
人々が、自分たちで
自分たちの物や仕組み・あり方
などを「つくる」ことができる社会。
一人ひとりが自然な創造性を発揮する。
パターン・ランゲージ
↑↑↑
消費社会 情報社会 創造社会
26. What
Why How
Who
When Where
何を
誰が
なぜ
どこで
いつ
どのように
「つくる」ことの
本質的な一部
「つくる」ことの
背景にあたる部分
Who
When Where
誰が
どこで
いつ
What
Why How
何を
なぜ
どのように
What
Why
How
何を
なぜ
どのように
What
Why
How
何を
なぜ
どのように
What
Why How
何を
なぜ
どのように
What
Why
How
何を
なぜ
どのように
What
Why
How
何を
なぜ
どのよう
に
What
Why
How
何を
なぜ
どのよう
に
What
Why
How
何を
なぜ
どのよう
に
What
Why
How
何を
なぜ
どのように
experience
as a whole
pattern
pattern pattern
pattern
Pattern Language
as Glasses of
Recognition
experience
as a whole
pattern
pattern pattern
pattern
Pattern Language
as Glasses of
Recognition
experience
as a whole
pattern
pattern pattern
pattern
Pattern Language
as Glasses of
Recognition
experience
as a whole
pattern
pattern pattern
pattern
Pattern Language
as Glasses of
Recognition
パターン・ランゲージの言葉(パターン名)
を用いることで、自分の経験について対話し、
学び合い、協働活動の際の共通言語にすること
ができる experience
as a whole
experience
as a whole
pattern pattern
pattern
pattern
Pattern Language
as Vocabulary for
Communication
pattern
experience
as a whole
pattern
pattern pattern
pattern
Pattern Language
as Glasses of
Recognition
パターン・ランゲージは、実践、コミュニケーション、認識を支援する
各パターンの内容をヒントにして、自分で実践
してみることができるようになる
パターンが概念として「認識の眼鏡」となり、
他者や自分の実践・経験の生成のを認識しやす
くなる
27.
28. Pattern Languages empower people to create things they desire
to create, and enables them to participate in creative activities in
various domains.
29. From the creativity viewpoint, it can be said that this ability to
step into various creative activities is a new kind of `freedom’.
It can be said that pattern language is a tool to enhance
people’s creative ‘freedom’.
In this sense, Pattern Languages can be considered as
a soft social infrastructure in the Creative Society.
30. C C
C
Consumption Communication Creation
消費社会 コミュニケーション社会
(狭義の情報社会)
創造社会
Creative Society
人々が、自分たちで
自分たちの物や仕組み・あり方
などを「つくる」ことができる社会。
一人ひとりが自然な創造性を発揮する。
パターン・ランゲージ
↑↑↑
消費社会 情報社会 創造社会
54. Online Education Pa!erns, Part 1
Pa!erns for Linking Separate Worlds
Kiyoka Hayashi
Faculty of Policy Management
Keio University
Kanagawa, Japan
Sawami Shibata
Faculty of Environment and
Information Studies
Keio University
Kanagawa, Japan
Erika Inoue
Faculty of Policy Management
Keio University
Kanagawa, Japan
Sae Adachi
Faculty of Policy Management
Keio University
Kanagawa, Japan
Takashi Iba†
Faculty of Policy Management
Keio University
Kanagawa, Japan
ABSTRACT
In this paper, the core pa!ern and 12 pa!erns for LINKING
SEPARATE WORLDS from Online Education Pa!erns are
presented. Online Education Pa!erns consists of 37 pa!erns for
creating great online classes. "e most important thing to keep in
mind is Redesigning for Online Learning, not to copy the way you
teach in a real classroom, and it can be realized by LINKING
SEPARATE WORLDS, CREATING A NEW FORM OF LEARNING
and BUILDING A SENSE OF BELONGING. "is paper focuses on
pa!erns for LINKING SEPARATE WORLDS, which are pa!erns to
link students and teachers who can feel physically and mentally
distant as they participate in online classes remotely. By mining
from the experience of 25 teachers who already made efforts to do
great online teaching at university, high school, junior high school,
and elementary school, we got the following findings; It is good
to think of online classes as a VISUAL RADIO where students are
listeners who are listening from far away; In order to make the
class more a!ractive, DRAWING STUDENTS INTO THE
CLASSROOM ATMOSPHERE helps them switch their focus from
their daily life activities at home to the class in front of them;
Although students and teachers are distant, FEELING EACH
OTHER’S PRESENCE will make them feel that they are taking the
class together; Creating opportunities for INTERACTION
BETWEEN STUDENTS can then further link students together as
well as deepen their learning. As pa!erns to realize the above, this
paper presents the following 13 pa!erns: Redesigning for Online
Learning, Radio Host Spirit, Asynchronous Interaction, Operation
Team, Inviting Opening, Sharing Excitement, Reaction Member,
Encouraging Cameras On, Wri!en Voices, Priming Water for Chat
Flow, Casual Talk Time, Conversation Starter, and Same Members.
CCS CONCEPTS
•Applied computing – Education - Collaborative learning
•Applied computing – Education - Distance learning •Applied
KEYWORDS
Online Education, Distance Learning, Remote Education,
Pedagogy, Pa!ern Language
ACM Reference format:
Kiyoka Hayashi, Sawami Shibata, Erika Inoue, Sae Adachi and Takashi Iba.
2021. Online Education Pa!erns, Part 1: Pa!erns for Linking Separate
Worlds. In Proceedings of 26th European Conference on Pa!ern Languages
of Programs (EuroPLoP’21), Kloster Irsee, Bavaria Germany, 16 pages.
h!ps://doi.org/10.1145/3489449.3490003
1 Introduction
Online classes have proliferated around the world due to the
outbreak of COVID-19. "e sudden shi% to an unfamiliar
environment caused a lot of teachers to experience confusion and
worry.
One of the most significant differences between online classes
and in-person classes is that teachers and students do not share
the same space. Teachers who have been conducting their classes
by grasping the atmosphere of the classroom may be at a loss since
they cannot physically feel the students’ presence. "e more
accustomed they were to teaching classes in real classrooms, the
more perplexed they would be by the difference.
However, even in the midst of a difficult situation, there are
teachers who have created a!ractive classes through various
innovations and practices. "ey transcend the distance between
people in different places and make it possible for students to learn
together.
How can we make that happen? In order to clarify this
question, we asked teachers who were designing online classes
with ingenuity about their experiences, ideas, and innovations,
and compiled them in the form of a pa!ern language. We named
the pa!ern language “Online Education Pa!erns: A Pa!ern
EuroPLoP’21 July, 2021, Kloster Irsee, Bavaria Germany K. Hayashi et al.
For online classes, teachers and students participate remotely
from their respective locations, and tend to feel physically and
mentally distant. To create great classes in this environment,
LINKING SEPARATE WORLDS is essential.
First, it can help teachers to think of online classes as VISUAL
RADIO. For example, teachers can bring out their inner Radio Host
Spirit and talk to students while thinking of themselves as radio
hosts who are delivering their voices to distant listeners. In
addition, students’ reactions and impressions can be particularly
difficult to grasp in an online environment, but with Asynchronous
Interaction, they can be obtained by having students write them
outside of class time. "e comments, questions, and concerns
obtained can be utilized to make the class be!er. Also, online
classes are o%en encountered with technical troubleshooting and
a lot of mechanical operations in general. By creating an Operation
Team, teachers can divide up roles and work as a team to provide
a great class.
To make an even more a!ractive class, DRAWING STUDENTS
INTO THE CLASSROOM ATMOSPHERE is important. An
Inviting Opening to begin the class can help draw students into the
classroom atmosphere and focus. Teachers reaffirming their
interests and Sharing Excitement in what they teach will have
students catching on and becoming interested. Even more, by
assigning Reaction Members, even the slightest reactions to the
lectures can be shared with the whole class, thus students can feel
that there are other students in the class.
Moreover, by FEELING EACH OTHER’S PRESENCE, a many
to many relationship and communication can be realized between
all class participants in the class, instead of a one to many
relationship between the teacher and students. For this purpose,
Encouraging Cameras On to students is a way for them to feel the
presence of the other students. Have them actively write in the
comments as Wri!en Voices as well. If there are not many
comments from the students, it would be a good idea to have
someone to be the Priming Water for Chat Flow, such as members
of the Operation Team, to create an atmosphere that makes it
easier to write in the chat.
In addition to creating an atmosphere in which all students are
taking a class together, create a place for INTERACTION
BETWEEN STUDENTS to further deepen their learning. In order
to achieve this, set Casual Talk Time during class so students can
share their thoughts, ideas, and questions between each other. It
is a good idea to set a Conversation Starter so that even if students
have never met each other before, they can start a conversation
naturally. When you are having breakout sessions such as Casual
Talk Time in a day, have students gather with Same Members to
furthermore create a place to interact comfortably.
Figure 2 shows the overview of the pa!erns for LINKING
SEPARATE WORLDS. "e pa!erns in this category are Radio Host
Spirit, Asynchronous Interaction, Operation Team, Inviting Opening,
Sharing Excitement, Reaction Members, Encouraging Cameras On,
Wri!en Voices, Priming Water for Chat Flow, Casual Talk Time,
Conversation Starter, and Same Members. "ey are placed in four
groups, which are VISUAL RADIO, DRAWING STUDENTS INTO
THE CLASSROOM ATMOSPHERE, FEELNG EACH OTHER’S
PRESENCE, and INTERACTION BETWEEN STUDENTS, with
three pa!erns in each group.
Figure 2: Overview of patterns in the LINKING SEPARATE
WORLDS category
5.1 Patterns for VISUAL RADIO
5.1.1 Radio Host Spirit
No.1
Radio Host Spirit **
Deliver your voice to the distant listeners,
just like a radio program.
国際学術会議で論文を発表
学部1∼3年生(2020年度当時)
62. Natural
&
Creative
Living
Lab
Iba Lab, Keio University SFC
井庭研究室
つくることによる学び
Learning by Creating
創造的な学び
Creative Learning
discovery
?
!
idea
how
??
Wow! good!
ジェネレーター
generator
63. 創造の哲学
Philosophy of Creation
創造実践学
Studies on Creative Practice
深い創造の原理
Principles of Deep Creation
創造システム理論
Creative Systems Theory
創造社会
Creative Society
ジェネレーター
Generator
クリエイティブ・ラーニング
Creative Learning
未来社会学
Future Sociology
for Natural & Creative Living
人間行為のパターン・ランゲージ
Pattern Language for human actions
全体性のたまご
Wholeness Egg
フューチャー・ランゲージ
Future Language
共創システム
Co-Creation System
創造的民主主義
Creative Democracy
まず感じて、それから考える
Feel First, Then Think (FFTT)
新しい学問をつくる