Pattern languages as a design tool to tackle “wicked problems” in sustainability science

Humanity is facing global and local sustainability challenges that call for the involvement of a wide range of expertise drawn from academia, civil society, the private sector, as well as funding and development agencies. The challenge will be to leverage this diversity to nurture decision making. To make such discussions successful we propose a pattern language approach. It can be used as a practical step-by-step process to guide interdisciplinary collaboration between researchers and to facilitate transdisciplinary interactions between the academic and nonacademic worlds. The patterns are documented and freely accessible online in the Sustainable Science Pattern database.

Application of Pattern Language for Game Design in Pedagogy and Design Practice

Existing implementations of game design patterns have largely been confined to theoretical or research settings. Weaknesses in these implementations have prevented game design patterns from being properly evaluated as an educational and practical development tool. This paper examines these weaknesses, describes a method of developing and applying patterns that overcome the weaknesses, and evaluates use of the method for game design education and practice. Weaknesses in existing pattern implementations are: the omission of design problems, presumption of functional completeness at the level of pattern languages, narrow topical focus, and lack of a concise, repeatable method for pattern production. Several features of the proposed method were specifically built to address these weaknesses, namely the pattern template, the process for connecting patterns into a language and assessing the language’s scope, a rubric for assessing pattern confidence and interconnectivity confidence, and pattern-building exercises. This method was applied in a classroom setting. Results as assessed by the evaluation of student work suggest that creating patterns/pattern languages is an effective pedagogical approach. Designs produced using designer-created patterns closely align with existing design theory and are clearly understood by students. The above results may indicate that the path to gaining wider acceptance of pattern theory as a design framework within game design is not to produce a universal pattern language, but to facilitate the creation of case-specific languages by students and professional designers that use a shared ontology, and thus can be combined easily to solve the diverse sets of problems faced by these groups.

Application of Pattern Language for Game Design in Pedagogy and Design Practice

Existing implementations of game design patterns have largely been confined to theoretical or research settings. Weaknesses in these implementations have prevented game design patterns from being properly evaluated as an educational and practical development tool. This paper examines these weaknesses, describes a method of developing and applying patterns that overcome the weaknesses, and evaluates use of the method for game design education and practice. Weaknesses in existing pattern implementations are: omission of design problems, presumption of functional completeness at the level of pattern languages, narrow topical focus, and lack of a concise, repeatable method for pattern production. Several features of the proposed method were specifically built to address these weaknesses, namely the pattern template, the process for connecting patterns into a language and assessing the language’s scope, a rubric for assessing pattern confidence and interconnectivity confidence, and pattern-building exercises. This method was applied in a classroom setting. Results, as assessed by the evaluation of student work, suggest that creating patterns/pattern languages is an effective pedagogical approach. De-signs produced using designer-created patterns closely align with existing design theory and are clearly understood by students. The above results may indicate that the path to gaining wider acceptance of pattern theory as a design framework within game design is not to produce a universal pattern language but to facilitate the creation of case-specific languages, by students and professional designers, that use a shared ontology and thus can be combined easily to solve the diverse sets of problems faced by these groups.

Coding Engines in Participatory Social Housing Design—A Case to Revisit Pattern Languages

Participation has been touted as a critical instrument for both citizen empowerment and responsibility-sharing in sustainability. In architecture, participation allows for the progression of green building to sustainable habitation that integrates environmental, economic, and social dimensions. However, participation in practice rarely delegates meaningful decisions to marginalized groups and is mostly a one-sided process. This study seeks to investigate which factors of the participatory method afford both empowerment and behavioral change to a sustainable lifestyle in low-income groups. To do so, a case study of designing a social housing estate in Hungary is presented, where participatory design was used to codevelop a building that considers and adjusts to the sustainable lifestyle envisioned by the future residents. A coding engine based on the concept of pattern languages was developed that places conditions and experience of everyday activities at the center of design, translating them to spatial features. As a result, a focus group of social housing tenants and cohousing experts were able to define explicit shared spaces, allocate square meters to them, and articulate legible design criteria. Of the early-stage design decisions, 45% were made with or by the participants, and the bilateral process made it possible to convince the tenants to adopt a more sustainable habitation format.

A Pattern Language Approach to Learning in Planning

The aim of this commentary is to present the position that a pattern language approach facilitates, even catalyzes (comparative) learning in planning for young professionals. This position builds on literature and is supported by the research work of six MSc Urbanism graduation projects, in which the students adopted a pattern language approach. Additionally, these alumni have been asked in retrospect to evaluate their pattern language experiences for their learning. The students say their pattern languages give focus, enrich the knowledge field, are flexible, and they do not prescribe what to do, or how to make a plan. Students see and appreciate the value of the simple, yet thoughtful structure of a pattern with both visual and verbal information. Additionally, they observe that this method enables the connection between disciplines, between theory and practice, and between stakeholders, and that, potentially, it is a helpful tool for all kinds of stakeholders. They refer to the method as a tool for communication, a tool for design and analysis, and a tool for learning.