|Contributors||Yuji Harashima, Tetsuro Kubota, Takashi Iba|
|Last modification||May 17, 2017|
|Source||Harashima, Kubota & Iba (2014)|
|Pattern formats||OPR Alexandrian|
A part of project has just settled.
Some learners can’t feel the project is as their own. They think as if only certain members who have obviously contributed created the product. The project is supported by all of the members. It may differ from person to person that the number of statements, a quantity of contribution and how each feel about their contribution. Especially the one who is thought having contributed the most tends to be obvious. You cannot create something without suffering. Moreover, it will be hard work when he or she is not recognized and assessed. There is a possibility that not all the member will be a part of the moment that the project will be done because of job-sharing.
Have a memorable event for all the members to share the sense of accomplishment. Doing something special different from usual activity. The purpose is to share the fulfillment and sense that all the members do the project. For instance, take a photo when learners finish the discussion and complete to write what they have thought on a piece of paper. It may be good to reflect the process after the project has settled down, having an event such as dinner party. Center the student who contributed most at the scene.
As learners get to feel that their own contribution is essential for completing the project, they achieve a sense of fulfillment. Then, they’ll start to feel affection for the product they made and their company. In addition, the experiences they create something together strengthen their motivation to get involved in the next creating activity. Furthermore, you can advance to the next stage with thinking how to put your creation to practical use objectively, as you take off from the perspective keening about creating it by packing up your work. In order to prevent complication of the project through having a conscious of term, you always have to remind the experience of the project even after that. It won’t be successful unless learners make enough commitment, so you need to use this pattern in short intervals from the former phase of the project. However, you can’t use this pattern if it is enable to gather the all the members. In the case, it is good that giving tokens and messages to them.
- Harashima, Y., Kubota, T., & Iba, T. (2014). Creative education patterns: designing for learning by creating. In Proceedings of the 19th European Conference on Pattern Languages of Programs (EuroPLoP 2014) (p. 7). New York:ACM.