Pattern Language

INTERSECTION19 (Designing Enterprises for Better Futures)
Creating Pattern Languages

for Creating a Future
where We Can Live Well
Takashi Iba
Ph.D in Media and Governance
Professor at Faculty of Policy Management, Keio University
President of CreativeShift, Inc.
Takashi Iba 井庭崇
‣ Ph.D. in Media and Governance
‣ Transdisciplinary researcher & creator
‣ Science of complexity, Systems theory (autopoiesis) & philosophy
‣“Creatology” - academic and practical study on creativity
‣Professor at Faculty of Policy Management, Keio University

‣ Director of Creative Learning Lab, Keio University
‣President of CreativeShift, Inc., the pattern language company
‣ Board member of The Hillside Group, hosting international conferences of pattern language
‣ Program Committee of international conference: PLoP, EuroPLoP, AsianPLoP, COINs
‣ Visiting Scholar at MIT CCI (Center for Collective Intelligence),2009 - 2010
‣ Courtesy Research Associate at PUARL (Portland Urban Architecture
Research Laboratory) at the University of Oregon, 2018 - 2019
‣ 10 books in Japanese
‣ 9 pattern books in English
‣ Some are translated into Korean, Chinese, and German
My Research Background (1995-2009) complex network analysis
Science of Complexity computer simulation

multi-agent model
model-driven
architecture
artificial
neural
networks computational
science
chaos
artificial life
Complex Systems
quality
Natural Creativity
Language
Takashi Iba 井庭崇
‣ Ph.D. in Media and Governance
‣ Transdisciplinary researcher & creator
‣ Science of complexity, Systems theory (autopoiesis) & philosophy
‣“Creatology” - academic and practical study on creativity
‣Professor at Faculty of Policy Management, Keio University

‣ Director of Creative Learning Lab, Keio University
‣President of CreativeShift, Inc., the pattern language company
‣ Board member of The Hillside Group, hosting international conferences of pattern language
‣ Program Committee of international conference: PLoP, EuroPLoP, AsianPLoP, COINs
‣ Visiting Scholar at MIT CCI (Center for Collective Intelligence), 2009 - 2010
‣ Courtesy Research Associate at PUARL (Portland Urban Architecture
Research Laboratory) at the University of Oregon, 2018 - 2019
‣ 10 books in Japanese
‣ 9 pattern books in English
‣ Some are translated into Korean, Chinese, and German
Nature
Personal Farming / Home Farming
Everyday Cooking
Illustrating / Design
Creating Pattern Language

Languages
This slide will be uploaded to

https://www.slideshare.net/takashiiba
Feel the world of Pattern Language!

Pattern Language
Collection of words describing essential rules of thumb
(common patterns in various experiences) to achieve
good results in a certain domain
Pattern Language
Presentation Collaboration Learning Words for

Patterns Patterns Patterns a Journey
ISBN 978-1-312-73484-5
90000
9 781312 734845
34 patterns 34 patterns 40 patterns 40 patterns

for creative for creative for creative for living well
presentation collaboration learning with dementia
Pattern Language
Pattern Pattern
experience experience
experience
experience experience experience

Pattern = essential rules of thumb
Pattern describes, in a certain context, what kind of
Each pattern
problem frequently occurs, what is a good solution for
the problem, and what is the consequence.
Pattern Name
Context ......................................
In this context
Problem ........................................
Therefore
Solution ........................................
Consequently
Consequence ................................
Pattern Language
Each pattern offers a solution to the specific part. 
Entire language of patterns supports to generate
good quality as a whole
pattern pattern
Context pattern Context
Problem Problem
Solution Context Solution
pattern Problem
Solution
Context
Problem
pattern pattern
Solution Context pattern Context
Problem Problem
Solution Context Solution
Problem
Solution
pattern
Context
pattern pattern
Problem
Solution Context Context
Problem Problem
Solution Solution
A Pattern Language in Architecture since 70’s
124. Activity Pockets **
Therefore:
Surround public gathering places with
pockets of activity --- small, partly enclosed
areas at the edges, which jut forward into the
open space between the paths, and contain
activities which make it natural for people to
pause and get involved.
The life of a public square forms naturally

around its edge. If the edge fails, then the
space never becomes lively.
In more detail: people gravitate naturally

toward the edge of public spaces. They do not
linger out in the open. If the edge does not
provide them with places where it is natural to
linger, the space becomes a place to walk
through, not a place to stop. It is therefore clear
that a public square should be surrounded by
pockets of activity: shops, stands, benches,
displays, rails, courts, gardens, new racks. In
effect, the edge must be scalloped.
/
C. Alexander, S. Ishikawa, M. Silverstein, with M. Jacobson,
I. Fiksdahl-King, and S. Angel, A Pattern Language: Towns,
Christopher Alexander Buildings, Construction, Oxford University Press, 1977
Pattern Language s in Software Design
‘Design Patterns’ since late 80’s
Kent Beck & Ward Cunningham, “Using

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

Gang of Four
Erich Gamma, Richard Helm, Ralph

Johnson, John M. Vlissides, Design
Patterns: Elements of Reusable
Object-Oriented Software, Addison-
Wesley Professional, 1994
Pattern Language s in Software Design
‘Design Patterns’ since late 80’s
Writers’ Workshop
Conferences on Pattern Language
Every year
in North America
Every year in
Kaufbeuren near
Munich,Germany
Pattern Language of Organization and Business
since late 90’s - 2000’s
James O. Neil B.
Coplien Harrison
James O. Coplien, Neil B. Harrison, Organizational Patterns of Agile
Software Development, Prentice Hall, 2004
Allan Kelly
Allan Kelly, Business Patterns for Software Developers, Wiley, 2012

Pattern Language of Human Actions
since late 90’s - 2000’s
Joseph Bergin
Pedagogical Patterns Editorial Board, Pedagogical Patterns:

Advice For Educators, Createspace., 2012
Mary Lynn Manns Linda Rising

Mary Lynn Manns, Linda Rising, Fearless Change: Patterns
for Introducing New Ideas. Addison-Wesley, 2005
Mary Lynn Manns, Linda Rising, More Fearless Change:
Strategies for Making Your Ideas Happen, Addison-Wesley
Professional, 2015
We have created 70 pattern languages in various
domain including 1,700 patterns for past 16 years.
In addition, also 550 new words in Style Languages.

We have created 70 pattern languages in various
domain including 1,700 patterns for past 16 years.
• Education (Iba, et al., 2011; Iba & Utsunomiya, 2017)
• Learning (Iba, et al., 2009; Iba & Iba Lab, 2014)
• Collaboration (Iba, et al., 2013; Iba & Iba Lab, 2014)
• Presentation (Iba, et al., 2012; Iba & Iba Lab, 2014)
• Reading (Iba, et al., 2018)
• Open Dialogue (Iba et al., 2017; Iba & Nagai, 2018)
• Motivating Self-Improvement (Burgoyne &Iba, 2017)
• Life Transition (Iba & Kubo, 2017)
• Project Design (Kubota et al., 2016; Iba et al., 2017)
• School Design (Iba et al., 2015)
• Workshop Design (Iba, 2012; Akado et al., 2015)
• Middle Leader for Child Care (Nozawa, et al., 2018)
• Omotenashi (Hospitality) (Iba & Nakagawa, 2019)
• Cooking (Akado et al., 2016; Yoshikawa et al., 2018; Isaku & Iba, 2016)
• Managing Everyday Life with Working and Parenting (Ogo et al., 2017)
• Living Lively and Beautiful (Arao et al., 2012)
• Natural Living - Ethical Lifestyle (Kamada et al., 2016)
• Living well with Dementia (Iba & Okada, 2015; Iba, et al., 2016)
• Social Entrepreneurship (Shimomukai, et al., 2012; Shimomukai, et al., 2015)
• Cross-Border Leadership (Miura, et al., 2016)
• Public Policy Design (Iba & Takenaka, 2017)
• Surviving Earthquakes (Furukawazono et al., 2013; Furukawazono & Iba, 2015)
• Conservation of Ecosystem (Kamada et al., 2018)
+ about 400 meta-patterns
Some Examples of Pattern Languages we created
‣Presentation Patterns
‣Collaboration Patterns
‣Learning Patterns
‣Words for a Journey
ISBN 978-1-312-73484-5
90000
9 781312 734845
Presentation Patterns
Takashi Iba with Iba Laboratory, Presentation
Patterns: A Pattern Language for Creative
Presentations, CreativeShift, 2014
http://www.amazon.com/dp/1312459182
https://www.amazon.co.uk/dp/1312459182
https://www.amazon.de/dp/1312459182
http://www.lulu.com/shop/product-23896215.html
34 patterns for designing creative presentations
A Pattern Language for Creative Presentations
Creative Presentation Main Message Touching Gift Cherry on Top Mind Bridge Reality Sharing Construction of
Presentership Best Effort
Confidence
Expression Improvised
Image of Success Storytelling Exploration of Words Participation Driver Quality in Details Personally for You Invitation to the World
Coordinator Presentation
DINOSAUR
Aesthetics of
Visual Power Dramatic Modulation Unexpected Evolution Discomfort Removing Significant Void Activation Switch Reflecting Forwards Unique Presenter
Presenting
Reminders Be Authentic!
Doors of Mystery Beautiful Clarity Perfect Portion Take-Home Gift Stage Building
of Success
Takashi Iba with Iba Laboratory, Presentation Patterns:

A Pattern Language for Creative Presentations,
CreativeShift, 2014
You have an idea that you want to
Creative Presentation spread and share.
▼ In this context
Not just an explanation, but a creation.
Plain old explanations of your idea won’t
motivate your audience to take further
action.
▼ Therefore
Treat your presentation not as just a

chance to explain your idea, but as a
chance for creation; Work towards
your audience to trigger new findings
in them.
▼ Consequently
By delivering a Creative Presentation

that inspires and motivates your
audience, innovation is possible.
Context
Pattern Name
You have an idea that you want to
Creative Presentation spread and share.
Introduction ▼ In this context

Problem
Not just an explanation, but a creation.
Plain old explanations of your idea won’t
motivate your audience to take further
action.
Pattern Illustration
▼ Therefore
Solution
Treat your presentation not as just a
chance to explain your idea, but as a
chance for creation; Work towards
your audience to trigger new findings
in them.
▼ Consequently
Consequence
By delivering a Creative Presentation
that inspires and motivates your
audience, innovation is possible.
Main Message
You are designing a presentation, and
What is the most important thing
thinking of what to tell your audience.
you want to tell your audience?
▼ In this context
You have too many things you want to

say.
▼ Therefore
Extract the most important message,

and create your presentation around
that idea.
▼ Consequently
Your audience can easily understand

your most important message.
Doors of Mystery You want to make the Storytelling (4) that
conveys the Main Message (1) attractive.
Solving mysteries one after another. ▼ In this context
You can’t maintain your audience’s

attention.
▼ Therefore
Design the structure of your

presentation so that it arouses your
audience’s curiosity and continually
keeps them involved.
▼ Consequently
Your audience becomes involved in the

evolution of your presentation as they
are curious and intrigued.
Participation Driver You are making your presentation into A
Touching Gift (2) that gives your
audience a memorable experience.
Get them involved.
▼ In this context
Your audience tends be passive and just

listens to you.
▼ Therefore
Develop an opportunity for your

audience to participate in your
presentation.
▼ Consequently
Your audience is engaged and therefore

enjoys the presentation.
You want your audience to have an
active response to your Touching Gift (2).
Activation Switch
▼ In this context
So what comes next?

Your audience understands the material
in your presentation, but feel the subject
is unrelated to their lives.
▼ Therefore
In your presentation, include a chance

for your audience to think about their
own opinions, and then show them
the path to the next step.
▼ Consequently
Your audience is left with their own

thoughts about your message after the
presentation, which could possibly lead
to action.
Presentation Pattern Cards
http://www.amazon.com/dp/B00NBEBKZQ/
Dialogue workshop to share experiences of
presentation with using the Presentation Patterns
in a class for high school students
You can learn a lot from your peers 
with using a Pattern Language
Peer Learning
with Pattern Languages
pattern
pattern pattern pattern
pattern
Pattern Language
as Vocabulary for
Communication
as a whole as a whole
Using patterns for learning from others,

not only from the patterns themselves
A workshop for high school teachers
experience
experience experience as a whole
as a whole as a whole
Pattern Language
Pattern Language as Glasses of
as Glasses of
Recognition
A Pattern Languages supportsRecognition
design & improvement experience

What
何を
as a whole
Pattern Language
What
何を
What
What How 何を
に
何をどのよう How
Why どのよう
に
Why
なぜ Why なぜ
as Glasses of
なぜ
How
What どのよう
に
何を
Why How
どのように
Recognition
なぜ
Why
なぜ
How
pattern
What
pattern
pattern
どのよう
に
何を
pattern
pattern pattern pattern pattern
pattern What
pattern pattern
何を
How
pattern What
何を
Why
なぜ
どのように
Why
What なぜ
何を How
どのよう
How に
Why 「つくる」ことの
どのように
なぜ本質的な一部
Why How
pa
なぜどのように
Wh
何を
at
「つくる」ことの
When
いつ
Where
どこで
pattern Wh
なぜ
y
pattern
背景にあたる部分
pattern How
When Who
誰が
Where どの
よう
に
いつどこで
Who
誰が
Collaborating to improve
their own presentations
with the Presentation Pattern
A workshop for graduate students

in an elementary school
Takashi Iba with Iba Laboratory, Presentation
Presentations, CreativeShift, 2014
Collaboration Patterns
Takashi Iba with Iba Laboratory, Collaboration
Collaboration, CreativeShift, 2014
https://www.amazon.com/dp/1312447168
34 patterns for conducting creative collaborations
A Pattern Language for
How to create something great together with others as a team
Creative Collaborations
Creative Collaboration Mission for the Future Innovative Ways Vulnerability Power to
Words of Thanks Emergence Vigor Quality Line Creative Clashes
Disclosure
Vulnerability Change the World
Words of Thanks Emergence Vigor
Disclosure
Create a Legend Growth Spiral Sympathetic Union Loaf of Time Collaborative Field Activity Footprints Generative
Beyond Expectations Project Followers
Loaf of Time Collaborative Field Activity Footprints Destruction
Feeling of Chaotic Path to

Response Rally Part to Contribute Ideas Taking Shape Inside Innovator Strategic Endurance to
Togetherness Breakthrough
Chaotic Path to Context of the World
Ideas Taking Shape Inside Innovator Developments Continue Creating
Breakthrough
Spontaneous Spadework for

Return of Growth Loose Connections Roadmap to the Goal Improvised Roles
Commitments Creativityfor
Spadework Polishing Senses
Roadmap to the Goal Improvised Roles
Creativity
Takashi Iba with Iba Laboratory, Collaboration Patterns:

A Pattern Language for Creative Collaborations,
CreativeShift, 2014
The team is thinking about how the
Innovative Ways project can reach its goals.
Innovative Ways T
▼ In this context p
Creating new
Creating newways
waysof
of creating.
creating.
Ordinary ways will only produce
ordinary results.
O
▼ Therefore o
Pay attention to the creation

process of the project and invent
new ways of creating and put them
into practice.
▼ Consequently
Pay attention to the creation process The project will be able to achieve a
of the project. Invent new ways of quality that is unreachable with C
creating and put them into practice. existing methods. P
Ideas Taking Shape
Ideas Taking Shape You have an idea you want to share You ha
Some ideas are with your teammates. with yo
better explained
Some ideasvisually.
are
better explained visually.
▼ In this context
The newer the idea is, the more The n

people will not understand it. peopl
▼ Therefore
Visually shape your idea, so others

can see it while you explain it.
▼ Consequently
Visually shape your idea, so others Collab
can see it while you explain it. The ideas you have will be shared Patter
with the team.
The project has started, and each
member is working on his/her tasks.
Feeling of Togetherness
▼ In this context
Feeling of The
The feeling of creating Teams with members working
Togetherness
the project together as a team. separately on a division-of-labor basis mem
will suffer a lack of feeling as a team,
The feeling of creating
the project together as a team.
and gaps between individual tasks will
occur.
Tea
▼ Therefore
rate
Besides the individual tasks, will
organize opportunities for the team and
to share common experiences will
working on the project.
▼ Consequently
Besides the individual tasks, orga-
nize opportunities for the team to Members can experience the feeling
share common experiences working that the team is working together Col
on the project. toward a common goal. Pat
The project is stuck and is making
Chaotic Path to   slow or no progress.
Breakthrough
Chaotic Path to ▼ In this context
Breakthrough
A new path awaits beyond the struggle
Considering the project’s schedule
of not knowing what to do.
A new path awaits beyond the struggle and efficiency, you become tempted
of not knowing what to do. to settle at a quality that is lower than
the team’s usual standards.
▼ Therefore
Recapture the current situation as

a chance to innovate new ways;
stay where you are and thoroughly
think through the situation.
Recapture the current situation as a ▼ Consequently

chance to innovate new ways; stay
where you are and thoroughly think New ideas, new methods, new C
through the situation. values will be created in the world. P
Sharing the stories of experience of collaboration
with the Collaboration Patterns
in a school training for
middle and high school teachers
Using the Collaboration Patterns
In Junior High School, Japan
Reflecting and improving research
project with the Collaboration Patterns
Reflecting and improving research
project with the Collaboration Patterns
Collaboration Patterns Workshop at a
school, Democratic Republic of the Congo
Takashi Iba with Iba Laboratory, Collaboration
Collaboration, CreativeShift, 2014
Learning Patterns
Takashi Iba with Iba Laboratory, Learning
Learning, CreativeShift, 2014
40 patterns for designing creative learning
Takashi Iba with Iba Laboratory, Learning Patterns:
A Pattern Language for Creative Learning,
CreativeShift, 2014
Opportunity for Learning
Opportunities for learning are created,

not chanced upon or waited for.
You are ready to learn, and perhaps

you have a few expectations.
▼ In this context
There are few good opportunities for

learning compared to your
expectations.
▼ Therefore
Create your own opportunities for

learning based on your interests.
Daily Use of  
Foreign Language
Use a foreign language daily,
using aspects related to your life and interests.
You’ve recognized that you need to
read, write, and speak a foreign
language in the near future.
▼ In this context
It is difficult to read, write, and speak

a foreign language without any
practice.
▼ Therefore
Engage yourself in reading,

writing, and speaking a foreign
language in your daily life.
Community of Learning
Two 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 difficult to explore alone.
▼ Therefore
Build a community of learning with

people who share similar interests.
Dialogue Workshop
with the Learning Patterns
1,000 freshmen participate in dialogue workshops with using the Learning

Patterns every year, for past 9 years (Keio University)
Preparation for Dialogue Workshop
Circle all patterns that you have experienced.

Name
Yukichi Fukuzawa
Also, put a star mark on just 5 patterns that you want to gain in the near future.
* Consider “learning” in a broad sense, including skill development of music, sports, hobby, social activities, and so on.
Circle all patterns that 0 Creative Learning 19 A Bug’s-Eye & Bird’s-Eye View
20 Hidden Connections
you have experienced. 1 Opportunity for Learning

2 Learning by Creating
3 Open Learning
21 Triangular Dig
22 Passion for Exploration
23 Brain Switch
24 Fruit Farming
4 Jump In
* Consider “learning” in a 5 Copycat Learner
25 Attractive Expressions
26 The First-Draft-Halfway-Point
6 Effective Asking
broad sense, including skill 7 Output-Driven Learning

8 Daily Use of Foreign Language
27 Acceleration to the Next
28 Community of Learning
development of music, 9 Playful Learning

10 Tornado of Learning
29 Serendipitous Encounters
30 Good Rivals
sports, hobby, social 11 Chain of Excitement

12 Quantity brings Quality
31 Talking Thinker
32 Leaning by Teaching
13 Skill Embodiment
activities, and so on. 14 Language Shower
33 Firm Determinations
34 Questioning Mind
15 Tangible Growth 35 The Right Way
36 Brave Changes
16 Thinking in Action
37 Frontier Finder
17 Prototyping
38 Self-Producer
18 Field Diving
39 Be Extreme! For Workshop
Also, put a start mark on just

5 patterns that you want to
gain in the near future.
Look for a person who has experienced
the learning patterns you want to gain.
Listen to their experience of the learning.
1,000 freshmen participate in dialogue workshops with using the Learning
Patterns every year, for past 9 years (Keio University)
Survey after the Dialogue Workshop, 2017
Do you think it was important for you to listen to the

learning experiences of others, in order to help you
think about your own way of learning?
Strong agree + Agree

= 95.7%
(N = 710)
Takashi Iba, “Peer Learning via Dialogue with a Pattern Language”, in F. Grippa, et al. (eds), Collaborative Innovation
Networks: Building Adaptive and Resilient Organizations,, Springer International Publishing, 2018, pp.197-209
https://link.springer.com/chapter/10.1007/978-3-319-74295-3_16
About the five patters you have chosen; are you

now able to imagine clearly how you can actually
take action?

= 88.3%
(N = 710)
Did you feel that the Learning Patterns helped you

to tell someone your own stories of learning in the
dialogue?

= 90.3%
(N = 710)
All in all, was it enjoyable for you to read the

Learning Patterns and to have the dialogue
with others?

= 96.5%
(N = 710)
Networks: Building Adaptive and Resilient Organizations, Springer International Publishing, 2018, pp.197-209
• Itbefore.
was a surprise to find out so many people around me had ideas that I never thought of
Talking to people who would listen closely to my stories and answer my questions
generously made the workshop very inspiring.
• By having other people explain with their stories the patterns that I want to adopt, the
rather abstract image of the patterns became more concrete and started to seem
feasible.
• I found out through the workshop that people could have different types of stories even
though they are based on the same pattern.
• I was thinking about the amount of experience everyone has. The stories from my peers
made me realize how much more there still is for me to experience and learn.
• This workshop was a good opportunity for me to organize the experiences I have had
up until now. I was able to figure out things that I still need to work on and things that I
want to start working on.
• This made me realize how each one of us is full of unique experiences. This also
made me realize how valuable my past actions are, and it helped them become a source
of confidence for me.
• Through the workshop, I was able to find a solution to a problem I had been worrying
about since I started college.
• Speaking to someone new about a story of my experience was something I have never
done before and was fun.
• I actually made several new friends.
Takashi Iba, “Pattern Languages as Media for Creative Dialogue: Functional Analysis of Dialogue Workshops,”
in P. Baumgartner, R. Sickinger (eds), PURPLSOC: The Workshop 2014, 2015. pp.236-255
https://www.purplsoc.org/the-books/
Planning based on the Dialogue Workshop
Ask students to plan their way of learning in the semester
For the five patterns I want to gain this semester, I chose

Field Diving, Daily Use of Foreign Language, Hidden
Connections, Open Learning, and Questioning Mind.
I chose these patterns because these patterns are
experiences that are very appealing to me, and ones in
which I’ve never gotten to experience before. My plan to gain the five patterns I have chosen
During the workshop, I met and talked with several
classmates for the same time. Through hearing Daily Use of Foreign Language: I want to join some
their
experiences, I was able to get an insight into circles
each ofas soon as possible, so that I have more
their lives, as well as how I can strive to exploreopportunities
their to converse with Japanese students.
learning patterns in the future. Also, when I go to eat at restaurants, I should practice
For the Field Diving pattern, I talked to someoneordering
from in Japanese and improve my speech.
the United States who was very interested in learning
Japanese, and had been studying Japanese Hidden
from Connections: Since there are many new
textbooks on her own. She said that before coming things tothat I will learn in all my university courses, I
Keio, she took a scholarship trip to Japan should to learntry my best to recall most of the information I
obtained
outside the textbook, in a real setting. Her trip to Japan from high school, so that I can relate my past
was an opportunity for her to take her interest andknowledge
“dive with these new materials and understand
3 patterns in each group
A Pattern Language
for Creative Learning patterns
0 Creative Learning
37. Frontier Finder
38. Self-Producer
4. Jump In
5. Copycat Learner
Learning Patterns : A Pattern Language for Creative Learning (ver. 1.00)

1 Opportunity for Learning 39. Be Extreme! 6. Effective Asking
2 Learning by Creating
3 Open Learning
4 Jump In Grow to Start to 7. Output-Driven Learning

5 Copycat Learner 34. Questioning Mind Learn
6 Effective Asking
be Unique 8. Daily Use of Foreign Language
7 Output-Driven Learning 35. The Right Way
9. Playful Learning
8
9
Daily Use of Foreign Language
Playful Learning
36. Brave Changes Reflective Learning
10 Tornado of Learning
Thinking in Practice
11 Chain of Excitement
12 Quantity brings Quality
13 Skill Embodiment
14 Language Shower
15 Tangible Growth
31. Talking Thinker 10. Tornade of Learning
Interpersonal Chain of 11. Chain of Excitement
16 Thinking in Action 32. Learning by Teaching
17 Prototyping
Learning 3. Open 1. Opportunity Learning 12. Quantity brings Quality
33. Firm Determinations
18
19
Field Diving
A Bug’s-Eye & Bird’s-Eye View
Learning for Learning
20 Hidden Connections
Core
21 Triangular Dig
22
23
Passion for Exploration
Brain Switch
0. Creative Learning
24 Fruit Farming
13. Skill Embodiment
25 28. Community of Learning
Attractive Expressions
Skill
26 The First-Draft-Halfway-Point Peers for 14. Language Shower
27 29. Serendipitous Encounters
Acceleration to the Next
Learning 2. Learning Development
15. Tangible Growth
28 Community of Learning 30. Good Rivals by Creating
29 Serendipitous Encounters
30 Good Rivals
31 Talking Thinker ver.
32 Leaning by Teaching 1.00
33 Firm Determinations
34 Questioning Mind
Power to Action
patterns
35 The Right Way Complete Learning 16. Thinking in Action
36 Brave Changes 25. Attractive Expressions A Pattern Language
37 Frontier Finder 17. Prototyping
38 Self-Producer 26. The First-Draft-Halfway-Point for Creative Learning
Creative Abductive
Ver. 1.00 18. Field Diving
39 Be Extreme!
27. Acceleration to the Next Sep, 2014 Thinking
learningpatterns@sfc.keio.ac.jp Process
22. Passion for Exploration 19. A Bug’s-Eye & Bird’s-Eye View

23. Brain Switch 20. Hidden Connections
24. Fruit Farming 21. Triangular Dig
Experience Chart of the Learning Patterns
1. Opportunity of Learning
2. Learning by Creating
37. Frontier Finder 3. Open Your Learning 4. Jump In
38. Self-Producer 5. Copycat Learner
21.
39. Be Extreme! Triangular Core23. Brain 6. Effective Asking
20. Hidden Dig Switch 3
24. Fruit
Connections
Grow to Farming
Start to
19. A Bug’s-Eye 22. Passion
34. Questioning Mind be Unique
& Bird’s-Eye View
Learn
for Exploration 7. Output-Driven Learning
8. Daily Use of Foreign Language
26. The First-Draft-
35. The Right Way18. Field Diving
36. Brave Changes 16. Thinking
2 Learning
Halfway-Point 9. Playful Learning
17. PrototypingReflective
in Action 27. Acceleration
in25.Practice
Attractive to the Next
Thinking Expressions
1
31. Talking Thinker 15. Tangible 29.10. Tornado of Learning
Growth 2. Learning
32. Learning by Teaching Interpersonal by Creating Chain of Serendipitous
13. Skill 11. Chain of Excitement!
28. Community Encounters
33. 14.
Firm Determination Language
Shower
Learning
Embodiment 0 Learning
of Learning 12. Quantity brings Quality
30. Good
0. Creative Learning Rivals
12. Quantity brings

Peers for Skill
1. Opportunity 3. Open
Quality
28. Community of Learning for Learning Learning Development
10.Learning
Tornado
32. Leaning
29. Serendipitous Encounters
11. Chain of of Learning 31. Talking 14.Teaching
by Language Shower
30. Good Rivals Excitement Thinker 15. Tangible Growth
33. Firm
Power to Action Determinations
7. Complete
Output-Driven Learning
25. Attractive Expressions
9. Playful Learning
26. The First-Draft-Halfway-Point
Learning
Creative Abductive 34. 16.
35.Thinking
The in Action
8. Daily Use of Questioning Right Way
27. Acceleration to the Next Foreign Language Process Thinking Mind
17. Prototyping
37. Frontier 36.18. Field Diving
Brave
4. Jump In Changes
Finder
22. Passion6. Effective
for
Asking
Exploration
5. Copycat 19. A Bug’s-Eye 38. & Bird’s-Eye
Self-
23. Brain Switch Learner 20. Hidden Producer
39. Be Connections
Extreme!
Experience Chart of the Learning Patterns Have Experienced
Want to Gain
Real example of No.1 Opportunity for Learning
No.2 Learning by Crea6ng
No.3 Open Learning
a freshman No.37 Fron6er Finder No.4 Jump In
No.38 Self-Producer No.5 Copycat Learner
No.39 Be Extreme! 3 No.6 Effec6ve Learning
No.34 Learning by Teaching No.7 Output-Driven Learning

No.35 Firm Determina6ons No.8 Daily Use of Foreign Language
No.36 Ques6oning Mind
2 No.9 Playful Learning
1
No.31 Talking Thinker No.10 Tornado of Learning
No.32 Learning by Teaching No.11 Chain of Excitement
No.33 Firm Determina6ons 0 No.12 Quan6ty brings Quality
No.28 Community of Learning No.13 Skill Embodiment

No.29 Serendipitous Encounters No.14 Language Shower
No.30 Good Rivals No.15 Tangible Growth
No.25 A\rac6ve Expressions No.16 Thinking in Ac6on

No.26 The First-Dra]-Halfway-Point No.17 Prototyping
No.27 Accelera6on to the Next No.18 Field Diving
No.22 Passion for Explora6on . No.19 A Bug's-Eye & Bird's-Eye View
No.23 Brain Switch No.20 Hidden Connec6ons
No.24 Fruit Farming No.21 Triangular Dig
Takashi Iba & Ayaka Yoshikawa, “Understanding the Functions of Pattern Language with Vygotsky’s
Psychology: Signs, The Zone of Proximal Development, and Predicate in Inner Speech,” 23rd Conference on
Pattern Languages of Programs (PLoP2016), 2016
https://www.hillside.net/plop/2016/papers/proceedings/
Want to Gain
No.1 Opportunity for Learning

No.3 Open Learning
No.37 Fron6er Finder No.4 Jump In
No.39 Be Extreme! No.6 Effec6ve Learning

No.36 Ques6oning Mind No.9 Playful Learning

No.33 Firm Determina6ons No.12 Quan6ty brings Quality


Want to Gain
Real example of
a freshman No.1 Opportunity for Learning
No.3 Open Learning




Want to Gain
Real example of
No.3 Open Learning




Have Experienced
Experience Chart of the Learning Patterns (When entering the college)
Expansion of Experience
Real example of (1.5 years later)
No.3 Open Learning




31 years
year ininCollege
College
Experience Chart of the Learning Patterns
No.1 Opportunity for Learning

No.3 Open Learning

Students after No.31 Talking Thinker

No.32 Learning by Teaching
No.10 Tornado of Learning
No.11 Chain of Excitement
Students after No.33 Firm Determina6ons No.12 Quan6ty brings Quality
1.5 years in College

4 years in College
No.28 Community of Learning
No.29 Serendipitous Encounters
No.30 Good Rivals
No.13 Skill Embodiment
No.14 Language Shower
No.15 Tangible Growth

Students after
Students
2 years inafter
College
5 years in College
Pattern App ‘Patterns We Live By’
https://patternapp.net
Yuki Kawabe, Haruka Mori, Aimi Burgoyne, Takashi Iba, “Pattern Experience Chart Generator function on a
pattern language platform Patterns We Live By”, Proceedings of the 23rd European Conference on Pattern
Languages of Programs (EuroPLoP18), Article No.28, 2018
https://dl.acm.org/citation.cfm?id=3282337
16. Thinking in Action
How many students have 17. Prototyping

2011 2012 2013 2014 2015 2016
experience of each pattern? 5,353 students ( 821

18. Field Diving
678 871 912 1040 1031 )
0 10 20 30 40 50 60 70 80 90 100 19. A Bug’s-Eye & Bird’s-Eye 0 10 20 30 40 50 60 70 80 90 100
0. Creative Learning 20. Hidden Connections

1. Opportunity of Learning 21. Triangular

1. Opportunity Dig
of Learning
2. Learning by Creating 22. 2.

Passion for by
Learning Exploration
Creating
3. Open Your Learning 23.Your

3. Open Brain Switch
Learning
4. Jump In 24. Fruit

4. Farming
Jump In
5. Copycat Learner 25. Attractive Expressions

5. Copycat Learner
6. Effective Asking 26. The First-Draft-Halfway-Point

6. Effective Asking
7. Output-Driven Learning 27.

7. Acceleration
Output-Drivento Learning
the Next
8. Daily Use of Foreign Language 28.

8. Daily Community
Use of ForeignofLanguage
Learning
9. Playful Learning 29. Serendipitous Encounters

9. Playful Learning
10. Tornado of Learning 30. Good

10. Tornado Rivals
of Learning
11. Chain of Excitement! 31. Talking

11. Chain Thinker
of Excitement!
12. Quantity brings Quality 32.

12. Learning
Quantity by Teaching
brings Quality
13. Skill Embodiment 33.

13.Firm
SkillDetermination
Embodiment
14. Language Shower 34.Language

14. Questioning Mind
Shower
15. Tangible Growth 35.Tangible

15. The Right Way
Growth
16. Thinking in Action 36.

16. Brave Changes
Thinking in Action
17. Prototyping 37. 17.

Frontier Finder
Prototyping
18. Field Diving 38. Self-Producer

18. Field Diving
19. A Bug’s-Eye & Bird’s-Eye 39. Be

19. A Bug’s-Eye Extreme!
& Bird’s-Eye
20. Hidden Connections 20. Hidden Connections

2011 2012 2013 2014 2015 2016
Takashi Iba, “Using Pattern Languages as Media for Mining, Analysing, and Visualising Experiences,”
21. Triangular Dig 21. Triangular Dig
International Journal of Organisational Design and Engineering, Vol. 3, No.3/4, pp.278-301, 2014
22. Passion for Exploration
https://www.inderscienceonline.com/doi/abs/10.1504/IJODE.2014.065096
22. Passion for Exploration
16. Thinking in Ac-on
How many participants chose each 17. Prototyping

2011 2012 2013 2014 2015 2016
pattern for gaining in the near future? 5,353 students ( 821

18. Field Diving
678 871 912 1040 1031 )
0 10 20 30 40 50 19. A Bug’s-Eye & Bird’s-Eye 0 10 20 30 40 50
0. Crea-ve Learning 0. Crea-ve Learning

20. Hidden Connec-ons
1. Opportunity of Learning 1. Opportunity of Learning

21. Triangular Dig
2. Learning by Crea-ng 2. Learning by Crea-ng

22. Passion for Explora-on
3. Open Your Learning 3. Open Your Learning

23. Brain Switch
4. Jump In 4. Jump In
24. Fruit Farming
5. Copycat Learner 5. Copycat Learner

25. A\rac-ve Expressions
6. Effec-ve Asking 6. Effec-ve Asking

26. The First-Dra]-Halfway-Point
7. Output-Driven Learning 7. Output-Driven Learning

27. Accelera-on to the Next
8. Daily Use of Foreign Language 8. Daily Use of Foreign Language

28. Community of Learning
9. Playful Learning 9. Playful Learning

29. Serendipitous Encounters
10. Tornado of Learning 10. Tornado of Learning

30. Good Rivals
11. Chain of Excitement! 11. Chain of Excitement!

31. Talking Thinker
12. Quan-ty brings Quality 12. Quan-ty brings Quality

32. Learning by Teaching
13. Skill Embodiment 13. Skill Embodiment

33. Firm Determina-on
14. Language Shower 14. Language Shower

34. Ques-oning Mind
15. Tangible Growth 15. Tangible Growth

35. The Right Way
16. Thinking in Ac-on 16. Thinking in Ac-on

36. Brave Changes
17. Prototyping 17. Prototyping

37. Fron-er Finder
18. Field Diving 18. Field Diving

38. Self-Producer
19. A Bug’s-Eye & Bird’s-Eye 19. A Bug’s-Eye & Bird’s-Eye

39. Be Extreme!
20. Hidden Connec-ons 20. Hidden Connec-ons

2011 2012 2013 2014 2015 2016
Takashi Iba, “Using Pattern Languages as Media for Mining, Analysing, and Visualising Experiences,”
21. Triangular Dig 21. Triangular Dig
International Journal of Organisational Design and Engineering, Vol. 3, No.3/4, pp.278-301, 2014
22. Passion for Explora-on https://www.inderscienceonline.com/doi/abs/10.1504/IJODE.2014.065096
22. Passion for Explora-on
Learning Patterns in German!
Learning Patterns: Eine Mustersprache für kreatives Lernen
Takashi Iba with Iba Laboratory, Learning
Patterns: Eine Mustersprache für kreatives
Lernen, translated by Reinhard Bauer, Petra
Szucsich & Martin Sankofi, CreativeShift, 2018
Pädagogische
Hochschule Wien
Words for a Journey
Takashi Iba, Makoto Okada, Iba Laboratory,
Dementia Friendly Japan Initiative, Words
for a Journey: The Art of Being with
Dementia, CreativeShift, 2015 36 patterns for living well with dementia
WORDS FOR THOSE

LIVING WITH
DEMENTIA
WORDS FOR CARING WORDS FOR

FAMILIES EVERYONE
https://www.amazon.com/dp/B01K3GFU4Q
https://www.amazon.co.uk/dp/B01K3GFU4Q 90000
ISBN 978-1-312-73484-5
https://www.amazon.de/dp/B01K3GFU4Q
9 781312 734845
WORDS FOR THOSE LIVING WITH DEMENTIA
2 The First Step 3 Departure 4 Travel Plan 5 Fellow Travelers 6 Can-Do List
Announcement
7 Daily Chore 8 Self-Reflecting 9 Favorite Place 10 Voice of 11 Turning the Tide

Room Experience
12 Live in the 13 Self-Intro Album 14 Own Way of 15 Gift of Words

Moment Expressing
16 Going Together 17 Team Leader
WORDS FOR CARING FAMILIES
18 Family Expert 19 The Three 20 Disclosing Chat 21 Chance to Shine 22 Preparation for
Consultants the Dream
23 Make it Funny 24 Usual Talk 25 The Seen World 26 Personal Time 27 Emotion Switch
28 Casual Counseling 29 Special Day 30 Generational Mix 31 The Amusement 32 Hint of Feelings
Committee
WORDS FOR EVERYONE
33 Job-Specific 34 On-the-Spot 35 Encouraging 36 Personal

Contributions Helper Supporter Connections
37 Mix-Up Event 38 Inventing Jobs 39 Delivering 40 Warm Design

the Voice
Network of Related Patterns
Quality of Life (QOL)
12-73484-5
90000
734845
Self-Intro Album You recently have many opportunities

to meet new people.
A picture is worth a thousand words.
▼ In this context
You sometimes have trouble

introducing yourself with words.
▼ Therefore
Keep a small item with you, such as

an album, which you can use to
show who you are.
▼ Consequently
You can stay calm and easily introduce

yourself to others.
You are trying to live positively with

Can-Do List dementia, but there will still be times
when you feel down.
Don’t get too depressed ▼ In this context
by the things you can’t do.
You may feel trapped by sad feelings
caused by fright and worries about
your future.
▼ Therefore
Make a list of the things that you

can still do now.
▼ Consequently
You should notice that there is still a

lot that you can do.
at a day care center, Tokyo
Dementia cafe at Starbucks Coffee, Tokyo
Used in Training courses and workshop for caregivers and
supporters for the elderly, many areas in Japan
Action Guidebook for people with dementia,
provided by local government, Kawasaki
Idea Generation Workshops,
Rome, Italy; IL & CA, USA
User Group of ‘Words for a Journey’ patterns in Facebook
Many application case are uploaded
with photos by users (facilitators)
Newspapers in Japan
Newspaper in UK
90000
Takashi Iba, Makoto Okada,

Iba Laboratory , Dementia
Friendly Japan Initiative,
Words for a Journey: The
Art of Being with Dementia,
CreativeShift, 2015
Translated into traditional Chinese
and published in Hong Kong and Taiwan
旅程的關鍵字
與認知障礙症共存的啟示
編著：井庭崇、岡田誠
著：慶應義塾大學井庭研究室、
認知障礙症 FRIENDLY JAPAN・INITIATIVE

三聯書店（香港）
Pattern Language
Presentation Collaboration Learning Words for

ISBN 978-1-312-73484-5
90000
9 781312 734845
34 patterns 34 patterns 40 patterns 40 patterns

for creative for creative for creative for living well
presentation collaboration learning with dementia
y !
s tr
e t ’
L
Experiencing Dialogue Workshop with Pattern Cards
Participation Driver Pattern Languages we use today

Get them involved. Presentation Collaboration Learning Words for
Take Pattern Cards

from the case
Chance to Shine
Small contributions matter.
You are putting effort into caregiving.
▼ In the context
If you do everything for the cared person, including the tasks

that they can do on their own, eventually they would become
unable to do anything.
▼ Therefore
Provide small opportunities for the cared person to con-

tribute to the family.
FOR THE CARING 21
Other cards are

not used today
Presentation
Patterns
Collaboration
Patterns
Learning
Patterns
Pattern Name
Chance to Shine
Small contributions matter. Introduction
Pattern Illustration
Words for
a Journey You are putting effort into caregiving. Context
▼ In the context
If you do everything for the cared person, including the tasks

that they can do on their own, eventually they would become
unable to do anything.
Problem
▼ Therefore
Provide small opportunities for the cared person to con-

tribute to the family. Solution
FOR THE CARING 21
‣ Shuffle the Pattern Cards, and then

deal 3 cards to each person.
‣ Reflect on your experience by reading

each pattern card.
‣ Each person takes turns revealing

from their hand a Pattern Card with
which they have past experience, and
then shares the story with the group.
Very Quick Overview of
Other Pattern Languages we created
‣Project Design Patterns
‣Change Making Patterns
‣Survival Language
‣Words for a Dialogue
‣Cross-Border Leadership Patterns
‣Value-Creation Marketing Patterns
‣Active Learning Patterns for Teachers
‣Omotenashi (Hospitality) Design Patterns
‣Middle Leader Patterns for Child Care
‣Life with Reading
‣Inquiry PL Cards
‣Life Transition Patterns
‣Ways of Everyday World-Making
‣Cooking Patterns
‣Cook-That-Dish Patterns for Tacos
Project Design Patterns
32 patterns for generating ideas and cultivating them
in collaboration with UDS Ltd.
Takashi Iba, Fumio Kajiwara, Project Design Patterns: 32
Patterns of Practical Knowledge for Producers, Project
Managers, and Those Involved in Launching New Businesses,
translated by Ayaka Yoshikawa, CreativeShift, 2019
https://www.amazon.de/dp/0359325998 Korean translation was
http://www.lulu.com/shop/product-23964743.html published last year
Change Making Patterns
Eri Shimomukai, Sumire Nakamura with
Change Making Patterns - A Pattern Language for Fostering Social Entrepreneurship

Takashi Iba, Change Making Patterns: A
Pattern Language for Fostering Social
In the 21st century, complex social challenges, widespread
inter-connectedness, and changes in economies, environ-
ments, and technologies require more than traditional civic
Entrepreneurship, CreativeShift, 2015
knowledge from the body politic. As such problems are
intertwined, it has been impossible for larger forces, such as
Change Making Patterns

governments or international organizations, to address them
with linear approaches. Rather than waiting for solutions and
actions from larger forces, it seems more efficient that all
citizens be dedicated to address an issue related to
themselves.
To nurture their problem-solving skills for implementing A Pattern Language for Fostering
changes regarding social issues, it is essential to empower
the future generation to become “Changemakers” — individ-
uals committed to solving local or worldwide problems by
Social Entrepreneurship
leveraging their strengths and creativity.
Social entrepreneurship has been a trend in the last decade,
Eri Shimomukai
attracting many youth to voice their concerns about social
issues. However, there is still a huge gap between those
upfront social entrepreneurs and the citizens, the latter of
whom struggle to find a good starting point or feel over- Sumire Nakamura
whelmed by the complexity of the problems.
Change Making Patterns captures the essentials that future
actors can consult to create their ideal change. The 31 distinc-
with Takashi Iba
tive patterns show how social entrepreneurs identify social
issues and create or implement solutions to overcome these
issues. This set of tacit knowledge is disclosed for you to not
only learn how social entrepreneurship is executed in difficult
situations but also start your own changemaking project.
We believe that social change begins with personal
transformation, which can be achieved by individuals who
want to challenge the status quo regardless of age, national-
ity, or gender. We hope that Change Making Patterns will help
you ignite your agency for change in creating a better world.
CreativeShift
Survival Language
Tomoki Furukawazono, Takashi Iba with
Survival Language - A Pattern Language for Surviving Earthquakes

Survival Language Project, Survival
Language: A Pattern Language for
Survival Language is a pattern language to support survival when
a catastrophic earthquake occurs. The basis of this proposal
comes from the problem that although countries like Japan have
Surviving Earthquakes, CreativeShift, 2015
experienced numerous catastrophic earthquakes, avoidable
tragedies continue to be repeated because knowledge about
disaster risk reduction has not been disseminated effectively.
Survival Language
Survival Language is focused specifically at the individual level. It
is true that there are many levels of community and governmental
support when a catastrophic earthquake occurs. However, such
supports are useless if individuals do not survive. It is critical to
individual survival to provide techniques for immediate personal
A Pattern Language for Surviving Earthquakes
implementation when an earthquake occurs.
Survival Language seeks to support immediate decisions before,
during, and after an earthquake strikes, and to recall earthquake Tomoki Furukawazono & Takashi Iba
safety measures even in ordinary moments of daily life.
with Survival Language Project
Tomoki Furukawazono is a Ph.D. candidate in the Graduate
School of Media and Governance at Keio University. He is a senior
visiting researcher of Keio Research Institute of SFC. He earned a
Master of Media and Governance at the Graduate School of
Media and Governance, Keio University. Furukawazono is currently
the leader of Survival Language Project. He studies the thought of
Christopher Alexander, the father of Pattern Languages.
Takashi Iba is an associate professor at the Faculty of Policy

Management at Keio University, Japan. He received a Ph.D. in
Media and Governance from Keio University in 2003. Collaborating
with his students, Dr. Iba created many pattern languages
concerning human actions. He authored Learning Patterns (2014),
Presentation Patterns (2014), and Collaboration Patterns (2014).
CreativeShift
Words for a Dialogue
A Pattern Language for Dissolving Problems
Based on the Open Dialogue Approach
30 patterns English translation book will be
published by the end of 2019
Takashi Iba, Masafumi Nagai, Reiko Asano, Tsuyoshi
Ishida, Misa Eguchi, Airi Matsumiya, “Open dialogue
patterns: a pattern language for collaborative problem
dissolving”, Proceedings of the VikingPLoP 2017
Conference on Pattern Languages of Program
(VikingPLoP ’17), Article No.7
https://dl.acm.org/citation.cfm?id=3158491.3158502
Takashi Iba, Masafumi Nagai, Tsuyoshi Ishida, "Open

Dialogue as Coupling of Psychic, Social and Creative
Systems", in F. Grippa, et al. (eds), Collaborative
Innovation Networks: Building Adaptive and Resilient
Organizations, Springer International Publishing, 2018,
pp.223-235
https://doi.org/10.1007/978-3-319-74295-3_18
Masafumi Nagai, Takashi Iba, "Using Open Dialogue

Patterns to Improve Conversation in Daily Life”, in F.
Grippa, et al. (eds), Collaborative Innovation Networks:
Building Adaptive and Resilient Organizations, Springer
International Publishing, 2018, pp.211-222
https://doi.org/10.1007/978-3-319-74295-3_17
Cross-Border Leadership Patterns
A Pattern Language for Social Intrapreneurs at the Early Stages 20 patterns
in collaboration with Cross-Border

Leadership Project, Wilson Learning
Worldwide, inc.
Hideo Miura, Eri Shimomukai, Takashi Iba, “Cross Border Leadership Patterns: A Pattern Language for Social
Intrapreneurs at the Early Stages”, HILLSIDE Proceedings of Conference on Pattern Language of Programs 22, 2016
http://web.sfc.keio.ac.jp/~iba/papers/PLoP2016_CrossBorder.pdf
性
科
学
マ
Value-Creation Marketing Patterns ー
ケ
テ
ィ
40 patterns ン (+113 action patterns)
グ
感性科学マ
for practicing・
パ
and mastering
value-creationタ marketing
ー
Consignment ン of creation by 実践
Oraculum Co.,Ltd.
実
践
・
習
得
の
コ
ツ
の
こ
と
ば
Dr. Yuji Kosaka
We are now planning to publish

some papers in English in 2020
Active Learning Patterns for Teachers
45 patterns for teachers to support
their students to be a active learners
in collaboration with Benesse Corporation
Used in about 400 schools
We are now planning to publish English translation book

Takashi Iba & Yoshihiro Utsunomiya, “Active Learning Patterns for Teachers”, in Pursuit of Pattern
Languages for Societal Change. A comprehensive perspective of current pattern research and practice,
R. Sickinger, P. Baumgartner, T. Gruber-Muecke (Eds.), 2018.
Omotenashi (Hospitality) Design Patterns
28 patterns for creative hospitality

in collaboration with UDS Ltd.

a paper and a book in English in 2020
Middle Leader Patterns for Child Care
27 patterns for middle leader
at preschools and kindergarten
in collaboration with The Center for
Early Childhood Development,
Education, and Policy Research
(cedep) at Graduate School of
Education at The University of Tokyo.
English translation book will be published

Life with Reading
A Pattern Language for Creative Reading
27 patterns
in collaboration with Yurindo

English translation book
Takashi Iba, Aimi Burgoyne, Ayaka Yoshikawa, Fumie Niwai, Norihiko Kimura,
Yasushi Watanabe, “Life with Reading: A Pattern Language for Creative Reading”,
HILLSIDE Proceedings of Conference on Pattern Language of Programs 25, 2018
http://web.sfc.keio.ac.jp/~iba/papers/PLoP2018_LifeWithReading.pdf
Inquiry PL Cards
A Pattern Language for Creative Inquiry
36 patterns for inquiry-based learning

by high school students
in collaboration with Benesse Corporation
Used in about 140 high schools

(32,000 students)

a paper in English in 2020
Life Transition Patterns 27 patterns for life transition
A Pattern Language for Shaping Your Future in collaboration with Kawaijuku
Educational Institution
Takashi Iba & Tomoko Kubo, “Life Transition Patterns: A Pattern Language for Shaping Your Future”, in
Pursuit of Pattern Languages for Societal Change. A comprehensive perspective of current pattern
research and practice, R. Sickinger, P. Baumgartner, T. Gruber-Muecke (Eds.), 2018.
Ways of Everyday World-Making
34 patterns for living well with Working and Parenting
in collaboration with Kao Corporation
Iroha Ogo, Takashi Iba, Kimie Ito, Seiko Miyakawa, “Ways of Everyday World-Making: Living well with Working and
Parenting”, in Pursuit of Pattern Languages for Societal Change. A comprehensive perspective of current pattern
Cooking Patterns 47 patterns for life with Cooking,
A Pattern Language for Cooking improving cooking skills, and
in Everyday Life enjoying cooking
in collaboration with Cookpad, Inc.
English edition book will be published
Yuma Akado, Shiori Shibata, Ayaka Yoshikawa, Aki Sano, and

Takashi Iba “Cooking Patterns: A Pattern Language for Everyday
Cooking,” 5th Asian Conference on Pattern Languages of
Programs (AsianPLoP 2016), 2016
Takashi Iba, Ayaka Yoshikawa, Tomoki Kaneko, Norihiko Kimura,
Tetsuro Kubota, “Pattern Objects: Making Patterns Visible in Daily
Life” in Matthaus P. Zylka, Hauke Fuehres, Andrea Fronzetti Colladon,
Peter A. Gloor (eds.), Designing Networks for Innovation and
Improvisation, Springer International Publishing, 2016, pp.105-112 
Cook-That-Dish Patterns for Tacos
27 patterns divided into 5 categories
トルティーヤ
Team Tortilla
適切人数：6-9
生地をつくる人（2-3）、
必要なもの
伸ばす人（2-3）、焼く人（2-3）
難易度：★★★
お湯
ベーキング
パウダー
サランラップ
Ayaka Yoshikawa, Hitomi Shimizu & Takashi Iba, “Cook-That-Dish Patterns for Tacos: A Tool for Collaborative
Cooking”, in Pursuit of Pattern Languages for Societal Change. A comprehensive perspective of current pattern
How to Create
a Pattern Language
Creation Process of Pattern Language
developed by Iba Lab, Keio University, 2008-2019
A Creation Process of Pattern Language (developed by Iba Lab, 2008-2017)
Mining Dialogue Clustering Seed Making Structure Building Seed Adjustment
Pattern Mining
x 5 - 7 times
Pattern Writing Review Meeting Pattern Revision Structure Re-Building

Pattern Writing
Pattern Naming Pattern Illustrating Literature Editing

Pattern Symbolizing
Pattern Mining
x 5 - 7 times

Pattern Writing

Pattern Symbolizing
Mining Dialogue in the phase of Pattern Mining
Pattern Mining
x 5 - 7 times

Pattern Writing

Pattern Symbolizing
Clustering (First Half) in the phase of Pattern Mining
Clustering with KJ Method
• invented by Japanese Anthropologist 

Kawakita, Jiro (hence the name)
• NOT a process of categorization (into existing categories),  

but rather a bottom-up process of discovering new categories of
classifying information
• “genuinely listen to the essence of what each piece of paper is saying.

Cluster them based on the affinity of their essential meaning. They
should not be clustered based on resemblance of what they superficially
look like” (Kawakita, 1970)
• The physical distance between two notes should represent their

closeness in meaning of these ideas
Jiro Kawakita, Zoku Hassouho: KJ-ho no Tenkai to Ouyo [Abuduction Method, Continued:
Evolution and Application of KJ method], in Japanese, Chuokoronsha, 1970
Starting from Chaos
The KJ-method is a slow process: resist the urge
to introduce categories, axes, etc for a quick
solution. Observe as order emerge throughout
the process.
One to One Comparison

Elements must be considered on a one-to-one
relationship: potential categories shall not be
thought of.
Hidden Meanings
Be aware of the two possible results when
grouping patterns: Grouping them could either
a) abstract the idea to blur its meaning, or b)
strengthen e/o by highlighting aspects that may
be hidden as a single idea.
Takashi Iba & Taichi Isaku, “A Pattern Language for Creating Pattern Languages: 364 Patterns for Pattern Mining,
Writing, and Symbolizing,” in the 23rd Conference on Pattern Languages of Programs (PLoP2016), 2016
https://hillside.net/plop/2016/papers/proceedings/papers/iba-2.pdf
Talking while Moving
The KJ method is a collaborative process:
always consult with your group members when
you think an element should be moved.
Discovering Islands
Once you have the feeling that all of the
elements are “in the correct place,” lightly
circle around each cluster to cut out potential
groupings for patterns.
Doubting Clusters
Once clusters start to formate, take the chance
to reconsider each of the groups: some groups
may convey their message when broken up
into smaller clusters. Do not be afraid to
reorganize already-formed clusters.
Clustering takes about 20 hours

Clustering in the phase of Pattern Mining
a cluster
(a seed of pattern)
Pattern Mining
x 5 - 7 times

Pattern Writing

Pattern Symbolizing
A Pattern Language
for Creative Learning patterns 37. Frontier Finder
38. Self-Producer
4. Jump In
5. Copycat Learner
39. Be Extreme! 6. Effective Asking
Grow to Start to 7. Output-Driven Learning

34. Questioning Mind Learn
be Unique 8. Daily Use of Foreign Language
35. The Right Way
9. Playful Learning
36. Brave Changes Reflective Learning
Thinking in Practice
31. Talking Thinker 10. Tornade of Learning

Interpersonal Chain of 11. Chain of Excitement
32. Learning by Teaching
Learning 3. Open 1. Opportunity Learning 12. Quantity brings Quality
33. Firm Determinations
Learning for Learning
Core
28. Community of Learning Skill
Peers for 14. Language Shower
29. Serendipitous Encounters Learning 2. Learning Development
15. Tangible Growth
30. Good Rivals by Creating
Power to Action
Complete Learning 16. Thinking in Action
25. Attractive Expressions
17. Prototyping
26. The First-Draft-Halfway-Point Abductive
Creative 18. Field Diving
27. Acceleration to the Next Thinking
Process
22. Passion for Exploration 19. A Bug’s-Eye & Bird’s-Eye View

23. Brain Switch 20. Hidden Connections
Structure Building in the phase of Pattern Mining

Pattern Mining
x 5 - 7 times

Pattern Writing

Pattern Symbolizing
Pattern review in the phase of pattern writing
Pattern Mining
x 5 - 7 times

Pattern Writing

Pattern Symbolizing
Pattern Mining
x 5 - 7 times

Pattern Writing

Pattern Symbolizing
Pattern Illustrating in the phase of pattern symbolizing
Pattern Mining
x 5 - 7 times

Pattern Writing

Pattern Symbolizing
Several hundred hours (one or half year) in total

Transcript of
Patterns
Mining Interview
A Pattern Language for Creating Pattern Languages
364 Patterns for Pattern Mining, Writing, and Symbolizing
• Takashi Iba & Taichi Isaku, “A Pattern Language for Creating Pattern
Languages: 364 Patterns for Pattern Mining, Writing, and Symbolizing,”  
in the 23rd Conference on Pattern Languages of Programs (PLoP  
2016), 2016 
https://hillside.net/plop/2016/papers/proceedings/papers/iba-2.pdf
• Takashi Iba & Joseph Yoder, “Mining Interview Patterns: Patterns for
Effectively Obtaining Seeds of Patterns”, 10th Latin American  
Conference on Pattern Languages of Programs, 2014 
http://web.sfc.keio.ac.jp/~iba/papers/SugarloafPLoP14_Interview.pdf
• Takashi Iba, Ayaka Yoshikawa, Konomi Munakata, “Philosophy and

methodology of clustering in pattern mining: Japanese anthropologist  
Jiro Kawakita's KJ method,” Proceedings of the 24th Conference on
Pattern Languages of Programs (PLoP2017), Article No.12, 2017 
https://www.hillside.net/plop/2017/papers/proceedings/papers/12-iba-2.pdf
• [Movie] "Holistic Pattern Mining (Collaboration Patterns Project)” 

https://www.youtube.com/watch?v=plpwld6dIms
A Pattern Language for Pattern Illustrating
• Takashi Iba with Iba Laboratory, Pattern Illustrating Patterns:  

A Pattern Language for Pattern Illustrating, CreativeShift, 2015
• Kaori Harasawa, Natsumi Miyazaki, Rika Sakuraba, Takashi Iba, A Tale

of Pattern Illustrating, CreativeShift, 2015
https://www.amazon.com/dp/B01K9BX2CM
ISBN 978-1-329-25383-4
90000
9 781329 253834
Hi, Mr. Put!
Both the boy and Pip walk along

the street out of the woods and What?
come upon an atelier containing
objects made of wire.
Are you still working on the artwork?
Make sure to take a rest.
By the way, I want to introduce my

What are these? friend to your artwork.
Can we stay here for a while?
Don’t worry, we won’t bother you.
These are the tools that Mr. Put uses for his work. Sure.
He puts clay on these objects

and creates artwork that anyone can understand.
There he is! Mr. Put is reticent,

but he knows how to take good care
CreativeShift
ISBN 978-1-312-94108-3
90000 of people.
Kaori Harasawa, Natsumi Miyazaki, Rika Sakuraba
and Takashi Iba
9 781312 941083
• Konomi Munakata, Rio Nitta, Kotomi Nozaki, Chiaki Sano, Takashi Iba, “15 Design Patterns for
Pattern Illustrating”, HILLSIDE Proceedings of Conference on Pattern Language of Programs 25,
2018
https://www.hillside.net/plop/2018/papers/proceedings/papers/20-munakata.pdf
Designing X for Better Futures
Future Vision
C
C C C
C
Consumption
C
Communication
C
Creation
C
Consumption
C
Communication
C
Creation
Consumptive Communicative Creative

Society (Information) Society
Society
Iba, T. (2016) “Sociological Perspective of the Creative Society” in Matth us P. Zylka, Hauke Fuehres, Andrea Fronzetti
Colladon, Peter A. Gloor (eds.), Designing Networks for Innovation and Improvisation, Springer International Publishing,
2016, pp.29-42
Creative “Natural Creativity”
Society in everyday life
People could create their own goods, tools, concepts,

knowledge, mechanisms, and ultimately, the future with
their own hands.
Creation would no longer be limited to just companies,

organizations, and government, but could be performed
by each and every individual according to their own
satisfaction.
This also means that it is too difficult to survive without

creating anything to solve problems and conflicts in the
complex and dynamically changing society.
C
Consumption
C
Communication
C
Creation

Society
Pattern Language
Pattern Languages empower people to create things they desire
to create, and enables them to participate in creative activities in
various domains.
If more pattern languages are created in various domains, it will
become much easier for people to try engaging in creative
activities in domains which they are not familiar with.
In this sense, Pattern Languages can be considered as

a soft social infrastructure.
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’.
C
Consumption
C
Communication
C
Creation

Society
Pattern Language
Pattern Language
Future Language
for Collaborative Design
Involving Users / Customers
Ideal vision
Label the solutions
How to accomplish
the future vision
Problems
or
Concerns
• Takashi Iba, “Future Language for Collaborative Design,” PUARL Conference 2016, 2016
http://web.sfc.keio.ac.jp/~iba/papers/PUARL2016_FutureLanguage.pdf
Style Languages
for Sharing Diverse Ways of Doing
Quality
Pattern
Style Diversity
• Takashi Iba, Kazuki Toba, Kotomi Nozaki, Misaki Yamakage, Sakie Namiki, “Style Language: Creating
Words for Sharing Diverse Ways of Doing”, HILLSIDE Proceedings of Conference on Pattern Language
of Programs 25, 2018
http://web.sfc.keio.ac.jp/~iba/papers/PLoP2018_StyleConcept.pdf
• Ryohei Suzuki, Kazuki Toba, Nobuko Yoshida, Seiko Miyakawa, Takashi Iba, “A Style Language for Family
Lifestyle”, HILLSIDE Proceedings of Conference on Pattern Language of Programs 25, 2018
https://www.hillside.net/plop/2018/papers/proceedings/papers/09-suzuki.pdf
Creative Systems Theory
& concept “Egoless Creation”
• Takashi Iba, "An Autopoietic Systems Theory for Creativity”, Procedia - Social and Behavioral
Sciences, Vol.2, Issue 4, 2010, pp.6610-6625
https://www.sciencedirect.com/science/article/pii/S1877042810011298
• Takashi Iba & Ayaka Yoshikawa, “Illuminating Egoless Creation with Theories of Autopoietic
Systems”, in Pursuit of Pattern Languages for Societal Change. A comprehensive perspective of
current pattern research and practice, R. Sickinger, P. Baumgartner, T. Gruber-Muecke (Eds.),
2018.
Pattern Language in Light of  
Constructivist Learning Theories
Jean Piaget, Lev Vygotsky, Seymour Papert, and John Dewey
Assimilation
Structures / Schéma
Scientific Concepts Instruction
(systematic and with conscious awareness)
Accommodation
Context
Experienced World
Action
(Experience) Reconstruction
Everyday Concepts
(spontaneous, unsystematic,
providing an idea of action and without conscious awareness)
learning & encouraging to do it
spontaneous
Pattern Name
Context
schéma Problem
constructing new
structure Pattern Solution
structure for action Consequence
in the context by
experience, not by
inputting the pattern
as external knowledge
• Takashi Iba & Konomi Munakata, "Pattern Language and the Future of Education in Light of Constructivist Learning Theories,
Part 1: Consideration with Genetic Epistemology by Jean Piaget", 24th European Conference on Pattern Languages of
Programs", 2019.
• Takashi Iba & Aimi Burgoyne, "Pattern Language and the Future of Education in Light of Constructivist Learning Theories, Part 2:
Consideration with Social Constructivism of Lev Vygotsky", 24th European Conference on Pattern Languages of Programs, 2019.
• Takashi Iba & Aimi Burgoyne, "Pattern Language and the Future of Education in Light of Constructivist Learning Theories, Part 3:
Consideration with John Dewey’s Concept of Pragmatism", 26th Conference on Pattern Languages of Programs, 2019.
• Takashi Iba & Karin Iwata, "Pattern Language and the Future of Education in Light of Constructivist Learning Theories, Part 4:
Consideration with Constructionism of Seymour Papert", 26th Conference on Pattern Languages of Programs, 2019.
Sociological Conception of Creative Society
with Niklas Luhmann’s Social Systems Theory
• Takashi Iba, “Sociological Perspective of the Creative Society” in Matth us P. Zylka, Hauke
Fuehres, Andrea Fronzetti Colladon, Peter A. Gloor (eds.), Designing Networks for Innovation
and Improvisation, Springer International Publishing, 2016, pp.29-428
1.Find me on Facebook, send your message, and connect: 
https://www.facebook.com/takashiiba
2.Access to the slideshare: https://www.slideshare.net/takashiiba

3.Check other references: http://web.sfc.keio.ac.jp/~iba/
Activation Switch
So what comes next?

Takashi Iba

Takashi Iba

Pattern Language

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INTERSECTION19 (Designing Enterprises for Better Futures)

Creating Pattern Languages

‣Professor at Faculty of Policy Management, Keio University

Science of Complexity computer simulation

‣Professor at Faculty of Policy Management, Keio University

Creating Pattern Language

This slide will be uploaded to

Feel the world of Pattern Language!

Presentation Collaboration Learning Words for

34 patterns 34 patterns 40 patterns 40 patterns

experience experience experience

124. Activity Pockets **

The life of a public square forms naturally

In more detail: people gravitate naturally

Kent Beck & Ward Cunningham, “Using

Kent Beck Ward Cunningham

Erich Gamma, Richard Helm, Ralph

Allan Kelly, Business Patterns for Software Developers, Wiley, 2012

Pedagogical Patterns Editorial Board, Pedagogical Patterns:

Mary Lynn Manns Linda Rising

In addition, also 550 new words in Style Languages.

Takashi Iba with Iba Laboratory, Presentation Patterns:

Treat your presentation not as just a

By delivering a Creative Presentation

Introduction ▼ In this context

You have too many things you want to

Extract the most important message,

Your audience can easily understand

Solving mysteries one after another. ▼ In this context

You can’t maintain your audience’s

Design the structure of your

Your audience becomes involved in the

Your audience tends be passive and just

Develop an opportunity for your

Your audience is engaged and therefore

So what comes next?

In your presentation, include a chance

Your audience is left with their own

Using patterns for learning from others,

design & improvement experience

A workshop for graduate students

Feeling of Chaotic Path to

Spontaneous Spadework for

Takashi Iba with Iba Laboratory, Collaboration Patterns:

Pay attention to the creation

The newer the idea is, the more The n

Visually shape your idea, so others

Recapture the current situation as

Recapture the current situation as a ▼ Consequently

Opportunities for learning are created,

You are ready to learn, and perhaps

There are few good opportunities for

Create your own opportunities for

It is difficult to read, write, and speak

Engage yourself in reading,

Two heads or more are likely

You’ve realized that what you are

What you want to study is too big and

Build a community of learning with

1,000 freshmen participate in dialogue workshops with using the Learning

Circle all patterns that you have experienced.

you have experienced. 1 Opportunity for Learning