View source for Alan Kay Squeak Presentation (2000)

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<subtitle id='00:00:00'> I shall pay in person but our entire</subtitle>
<subtitle id='00:00:05'>group is over in Europe attending an object-oriented programming conference</subtitle>
<subtitle id='00:00:10'>first I thought I would have to cancel but I really wanted to make a</subtitle>
<subtitle id='00:00:15'>presentation at this meeting so I thought might be a good idea if I</subtitle>
<subtitle id='00:00:22'>captured a talk that I gave just a few</subtitle>
<subtitle id='00:00:27'>days before we went off to Europe to the</subtitle>
<subtitle id='00:00:31'>National Academy of Sciences it's not exactly the same topic as I was going to</subtitle>
<subtitle id='00:00:35'>talk about at this meeting and after the</subtitle>
<subtitle id='00:00:39'>talk I will be available by teleconference for questions so thanks a</subtitle>
<subtitle id='00:00:44'>lot and here we go very happy to be here</subtitle>
<subtitle id='00:00:49'>I have a theory why the two country</subtitle>
<subtitle id='00:00:54'>countries that have McDonald's haven't gone to war I'm I think it has to do</subtitle>
<subtitle id='00:01:00'>with the fat content [Music]</subtitle>
<subtitle id='00:01:12'>the the name of my profession is computer science but of course it's not</subtitle>
<subtitle id='00:01:18'>a actually a science it's more of a kind</subtitle>
<subtitle id='00:01:23'>of an unholy combination of mathematics and engineering the reason it's not</subtitle>
<subtitle id='00:01:29'>quite a science in the in the usual sense is that quite a bit of science is</subtitle>
<subtitle id='00:01:36'>analytic that is we're presented with nature and we try and find out how</subtitle>
<subtitle id='00:01:41'>nature works and one of the ways we've found out how to do it is to try and</subtitle>
<subtitle id='00:01:45'>take it apart and make models of it and</subtitle>
<subtitle id='00:01:49'>on the computer you is basically synthetic so we actually have something</subtitle>
<subtitle id='00:01:54'>like a dynamic mathematics and we create</subtitle>
<subtitle id='00:01:58'>things by making mathematical models of</subtitle>
<subtitle id='00:02:03'>them and then the computer carries them out and so it's not exactly clear what</subtitle>
<subtitle id='00:02:07'>it is that you're when you find out things in computing it's usually either</subtitle>
<subtitle id='00:02:11'>something that's like mathematics or like engineering or both but in spite of</subtitle>
<subtitle id='00:02:16'>that I'm actually here to talk to you about science I think Bruce invited me</subtitle>
<subtitle id='00:02:23'>to give this talk because I've been involved in trying to help children</subtitle>
<subtitle id='00:02:28'>learn powerful ideas for many many years</subtitle>
<subtitle id='00:02:33'>and a lot of the work that I've wound up doing with computing has come out of</subtitle>
<subtitle id='00:02:39'>this interest in children now to give</subtitle>
<subtitle id='00:02:44'>you an idea of or maybe a motivation for</subtitle>
<subtitle id='00:02:50'>some of this I like to show you a little clip that NSF the National Science</subtitle>
<subtitle id='00:02:54'>Foundation took at Harvard University a</subtitle>
<subtitle id='00:02:59'>self-proclaimed great American</subtitle>
<subtitle id='00:03:03'>University and I think it is - about eight years</subtitle>
<subtitle id='00:03:12'>ago I guess it is now so this is at graduation and the seniors had just</subtitle>
<subtitle id='00:03:21'>flipped their tassels and we're hugging each other and NSF went around with a</subtitle>
<subtitle id='00:03:28'>camera and asked these poor graduated</subtitle>
<subtitle id='00:03:32'>seniors a few simple questions about science so let's see what happened to</subtitle>
<subtitle id='00:03:40'>test how a lifetime of education affects our understanding of science we ask</subtitle>
<subtitle id='00:03:45'>these recent graduates some simple questions in astronomy consider for</subtitle>
<subtitle id='00:03:49'>example that the causes of the seasons is a topic taught in every standard</subtitle>
<subtitle id='00:03:53'>curriculum okay I think the seasons happens because as the earth travels around the Sun it gets nearer to the Sun</subtitle>
<subtitle id='00:04:00'>which produces warmer weather and gets farther away which producers cover the</subtitle>
<subtitle id='00:04:04'>weather and that's and hence the seasons how hot it is or how cold it is in any</subtitle>
<subtitle id='00:04:08'>given time of the year has to do with the the closeness of the earth to the</subtitle>
<subtitle id='00:04:12'>Sun during the seasonal periods the earth goes round the Sun</subtitle>
<subtitle id='00:04:17'>and and it gets hotter when we get closer to the Sun and it gets colder</subtitle>
<subtitle id='00:04:21'>when we get further away from the Sun these graduates like many of us think of</subtitle>
<subtitle id='00:04:25'>the Earth's orbit as a highly exaggerated ellipse even though the</subtitle>
<subtitle id='00:04:29'>Earth's orbit is very nearly circular with distance producing virtually no</subtitle>
<subtitle id='00:04:33'>effect on the seasons we carry with us the strong incorrect belief that</subtitle>
<subtitle id='00:04:39'>changing distance is responsible for the seasons I took physics planetary motion</subtitle>
<subtitle id='00:04:44'>and relativity whatsoever and I and I</subtitle>
<subtitle id='00:04:52'>got through school without having it I've gotten very far without having it I had quite a bit of science in high</subtitle>
<subtitle id='00:04:58'>school yeah through physics what first year in two years of</subtitle>
<subtitle id='00:05:03'>chemistry regardless of their science education 21 of the 23 randomly selected</subtitle>
<subtitle id='00:05:09'>students faculty and alumni of Harvard University revealed misconceptions when</subtitle>
<subtitle id='00:05:14'>asked to explain either the seasons or the phases of the Moon when it's further</subtitle>
<subtitle id='00:05:18'>away from the Sun then it gets colder the earth position interferes with the</subtitle>
<subtitle id='00:05:25'>reflection of the Sun against the moon</subtitle>
<subtitle id='00:05:32'>so this is a beautiful you can imagine</subtitle>
<subtitle id='00:05:37'>wonderful we can see that the real curriculum at Harvard must be confidence</subtitle>
<subtitle id='00:05:41'>101 is that not one of the people</subtitle>
<subtitle id='00:05:47'>students or faculty who are interviewed ever said I don't know or I'm not sure</subtitle>
<subtitle id='00:05:53'>or I've heard that and we actually have</subtitle>
<subtitle id='00:05:58'>to be eternally grateful to all of them for not actually being able to remember</subtitle>
<subtitle id='00:06:02'>the answer which would have rented this a null experiment because almost</subtitle>
<subtitle id='00:06:06'>certainly they wouldn't have understood the answer but fortunately they didn't</subtitle>
<subtitle id='00:06:12'>even remember it so we got this nice nice result and I kept on waiting in</subtitle>
<subtitle id='00:06:17'>this video for the NSF people to ask what I thought was the next logical</subtitle>
<subtitle id='00:06:21'>question but they didn't but it happened I had to give a talk over at UCLA a few</subtitle>
<subtitle id='00:06:26'>weeks after I first saw this and the audience happened to be mostly</subtitle>
<subtitle id='00:06:31'>graduating seniors and a few first-year graduate soon so I invited them outside</subtitle>
<subtitle id='00:06:36'>after my talk and to come up one by one and let me interview them on these very</subtitle>
<subtitle id='00:06:43'>two questions and I was quickly able to of course the question the next obvious</subtitle>
<subtitle id='00:06:49'>question for the proximity theory is well tell me this when it's summer up</subtitle>
<subtitle id='00:06:55'>here in the northern hemisphere and you happen to know what the season it is in</subtitle>
<subtitle id='00:07:00'>the southern hemisphere and everyone did they all knew it was winter and I</subtitle>
<subtitle id='00:07:06'>believe that the Harvard students were maybe as bright as the UCLA students I'm</subtitle>
<subtitle id='00:07:10'>sure that they knew this as well and then for the and I got but basically</subtitle>
<subtitle id='00:07:16'>about the same ratio I got about 95 percent who had serious misconceptions</subtitle>
<subtitle id='00:07:20'>about one or both of these and for the ones who thought that the earth was</subtitle>
<subtitle id='00:07:26'>casting a shadow on the moon to get the phases I asked them whether they had</subtitle>
<subtitle id='00:07:31'>ever seen the the moon and the Sun and the sky at the</subtitle>
<subtitle id='00:07:35'>same time and almost every one of them had and I asked him whether the moon had</subtitle>
<subtitle id='00:07:42'>ever been in phase and almost every one</subtitle>
<subtitle id='00:07:47'>of them said yeah yeah you know occasionally it's in fact it's always in</subtitle>
<subtitle id='00:07:51'>phase unless they're the opposite ends of the horizon and in both of these</subtitle>
<subtitle id='00:07:57'>cases there was sometimes a very long pause after they had elicited this</subtitle>
<subtitle id='00:08:02'>knowledge that they had inside of them to realize that this very knowledge that</subtitle>
<subtitle id='00:08:08'>they had contradicted the theory that they had just come out with so so I</subtitle>
<subtitle id='00:08:12'>believe that this is not a science problem that we're seeing here but a</subtitle>
<subtitle id='00:08:17'>math problem you know in the sense that they had contradictory information</subtitle>
<subtitle id='00:08:23'>interestingly enough we're not asking for an analogy here either right that's indexed by the same terms</subtitle>
<subtitle id='00:08:29'>both worse index by seasons of both our</subtitle>
<subtitle id='00:08:33'>index by phases of the Moon but these pieces of this video that NSF did is</subtitle>
<subtitle id='00:08:38'>called private universe so that everybody's living inside their own</subtitle>
<subtitle id='00:08:42'>little universe but even worse it's a it's a property of the way the human</subtitle>
<subtitle id='00:08:47'>memory and learning works that we tend to compartmentalize knowledge even when</subtitle>
<subtitle id='00:08:52'>it has indexed the same way so these things are little isolated things and</subtitle>
<subtitle id='00:08:57'>the the thing that's most resembles our stories and proverbs and the way</subtitle>
<subtitle id='00:09:04'>proverbs work if you come home from a trip and your significant other is</subtitle>
<subtitle id='00:09:08'>really glad to see you then what's the</subtitle>
<subtitle id='00:09:12'>proverb for that absence makes the heart</subtitle>
<subtitle id='00:09:16'>grow fonder but what if you come home from a trip</subtitle>
<subtitle id='00:09:20'>and your significant other is not all that happy to see you out of sight out</subtitle>
<subtitle id='00:09:27'>of mind so this is why most societies</subtitle>
<subtitle id='00:09:33'>that rely heavily on proverbs are not literate societies because when you</subtitle>
<subtitle id='00:09:38'>write them down you discover that every proverb has an anti proverb</subtitle>
<subtitle id='00:09:43'>or there is a proverb for every case and this in fact is what we find in the</subtitle>
<subtitle id='00:09:47'>Bible that people who use the Bible mm-hmm</subtitle>
<subtitle id='00:09:51'>almost never read it sequentially but they dip into it for residence and this</subtitle>
<subtitle id='00:09:56'>is the way we use stories the movie that you loved last week could contradict the movie you</subtitle>
<subtitle id='00:10:01'>loved today and you don't feel any real problem with it because it's the</subtitle>
<subtitle id='00:10:06'>business of a story to be a little world in itself and our brains are set up to</subtitle>
<subtitle id='00:10:12'>learn things in terms of these little nuggets case based reasoning this is why</subtitle>
<subtitle id='00:10:16'>engineering by the way has been around for a lot longer than science because</subtitle>
<subtitle id='00:10:20'>you don't have to worry about contradictions to do engineering each</subtitle>
<subtitle id='00:10:26'>piece of engineering knowledge in the old days before the Scientific</subtitle>
<subtitle id='00:10:31'>Revolution was a kind of a cookbook and was kept as kind of a cookbook this is</subtitle>
<subtitle id='00:10:36'>how we learned how to do this and this is how we learned how to do that and so forth so so there's an interesting</subtitle>
<subtitle id='00:10:42'>problem and I've been interested in this problem for a long time now as mentioned</subtitle>
<subtitle id='00:10:48'>in the bio back in the 60s I was very</subtitle>
<subtitle id='00:10:54'>interested in what is it were now called</subtitle>
<subtitle id='00:10:58'>personal computers this in fact is the first not the first personal computer</subtitle>
<subtitle id='00:11:02'>that was done by a friend of mine a few years earlier but this is the first one</subtitle>
<subtitle id='00:11:06'>to actually be called a personal computer and people asked us what we</subtitle>
<subtitle id='00:11:11'>were doing we used to say well we're making a personal mini computer and that</subtitle>
<subtitle id='00:11:15'>got too long to be says and this is a picture of it on its own display so you</subtitle>
<subtitle id='00:11:19'>can see what personal computer looked like back then and we like tablets and</subtitle>
<subtitle id='00:11:24'>it had multiple windows and it I had</subtitle>
<subtitle id='00:11:28'>clipping and it had a kind of an iconic interface and so forth so they had a lot</subtitle>
<subtitle id='00:11:33'>of things that are in the technologies of today and it was partly influenced by</subtitle>
<subtitle id='00:11:39'>the first pen based system which you may not realize goes back even earlier that</subtitle>
<subtitle id='00:11:43'>the tablet actually was invented the same year as the mouse in 1964 and in</subtitle>
<subtitle id='00:11:49'>the ARPA community both of these devices were used quite a bit and so this this</subtitle>
<subtitle id='00:11:55'>system I ran with one user on a mainframe that</subtitle>
<subtitle id='00:11:59'>was quite a maybe about four or five times the size of this auditorium and</subtitle>
<subtitle id='00:12:04'>what we were trying to do is say okay now let's make something for one person</subtitle>
<subtitle id='00:12:10'>that has this kind of interaction in the summer of 68 I saw this tiny little</subtitle>
<subtitle id='00:12:17'>one-inch square first flat-screen displayed on the University of Illinois</subtitle>
<subtitle id='00:12:21'>and we started thinking about gee we</subtitle>
<subtitle id='00:12:25'>know how many gates are in this desktop machine I wonder when we could put all</subtitle>
<subtitle id='00:12:29'>of those gates this is about maybe two cubic feet of silicon in this desktop</subtitle>
<subtitle id='00:12:35'>machine put out a lot of heat had a fan</subtitle>
<subtitle id='00:12:41'>that was likened to a 747 taking off was</subtitle>
<subtitle id='00:12:47'>a desktop computer if the desks were made out of steel but when we saw this</subtitle>
<subtitle id='00:12:54'>we started thinking about gee I wonder when we could put that circuitry on the</subtitle>
<subtitle id='00:13:00'>back of a display and the answer was at</subtitle>
<subtitle id='00:13:05'>least 10 years out Moore's law was known about that it was first articulated in</subtitle>
<subtitle id='00:13:09'>1965 but 10 or more years out I was only</subtitle>
<subtitle id='00:13:13'>28 and 10 years was and was an infinity so I wasn't interested but a few months</subtitle>
<subtitle id='00:13:19'>later I visited seymour papert's first work with logo and children and here is</subtitle>
<subtitle id='00:13:24'>what I saw here's a little program that</subtitle>
<subtitle id='00:13:30'>papper could get people to do and did it</subtitle>
<subtitle id='00:13:37'>by getting the even kids as young as</subtitle>
<subtitle id='00:13:42'>five years old to do the following thing close your eyes make a circle with your</subtitle>
<subtitle id='00:13:49'>body and when the kid was about halfway around Seymour would ask the kid what</subtitle>
<subtitle id='00:13:55'>are you doing and the kid would say oh I'm going a little and turning a little</subtitle>
<subtitle id='00:13:59'>over and over again and so in logo two</subtitle>
<subtitle id='00:14:04'>circle means repeat which means do it over and over again go forward a little</subtitle>
<subtitle id='00:14:08'>turn riedel over and over again and what you get is</subtitle>
<subtitle id='00:14:13'>this nice little thing and my background</subtitle>
<subtitle id='00:14:20'>is mentioned was in mathematics so I looked at this thing and I thought wow</subtitle>
<subtitle id='00:14:26'>now of course I knew all about this but what pepper was showing us was that a</subtitle>
<subtitle id='00:14:32'>kid's toy that was actually doing differential geometry not even crass</subtitle>
<subtitle id='00:14:39'>cartesian stuff but this turtle is an actual vector in a different in a</subtitle>
<subtitle id='00:14:45'>differential geometry space the actual scientific language of much of physics</subtitle>
<subtitle id='00:14:51'>and I just went bananas I thought this</subtitle>
<subtitle id='00:14:56'>is the best idea anybody ever have for what computers should be turned into</subtitle>
<subtitle id='00:15:00'>which is an actual Montessori</subtitle>
<subtitle id='00:15:04'>environment so on the on the way back I</subtitle>
<subtitle id='00:15:11'>on the plane I started thinking about a computer for kids and made this</subtitle>
<subtitle id='00:15:16'>cardboard model in 1968 because it couldn't be a desktop computer for kids</subtitle>
<subtitle id='00:15:20'>would have to be something the kids could take around it would have one of these flatscreen displays on it and it</subtitle>
<subtitle id='00:15:26'>would be something that had authoring as symmetric as consumption so it'd be a</subtitle>
<subtitle id='00:15:32'>thing that kids could learn things by making them and it would be a Montessori</subtitle>
<subtitle id='00:15:38'>kind of environment a Montessori idea was that children in the in the natural</subtitle>
<subtitle id='00:15:45'>state in traditional societies are set up to learn the place they're in through</subtitle>
<subtitle id='00:15:52'>making up games imitating adult behavior through games</subtitle>
<subtitle id='00:15:56'>and she said if we want them to grow up she said in the 20th century if one of</subtitle>
<subtitle id='00:16:00'>them to grow up in the 20th century instead of the eleventh we have to give them 20th century or 21st century places</subtitle>
<subtitle id='00:16:06'>to learn by playing and so this is what caught my imagination that there's a</subtitle>
<subtitle id='00:16:10'>possibility of making a medium and not</subtitle>
<subtitle id='00:16:15'>just a medium a meta medium one in which Nuuk descriptions generate new</subtitle>
<subtitle id='00:16:20'>interesting thing that the children could learn powerful</subtitle>
<subtitle id='00:16:24'>ideas on it happened that very summer we're also about maybe 60 of us in the</subtitle>
<subtitle id='00:16:31'>ARPA community we're also starting to design the ARPANET which by the way</subtitle>
<subtitle id='00:16:35'>started working the next year so the the Internet is actually a little over 30</subtitle>
<subtitle id='00:16:40'>years old now had its 30th anniversary</subtitle>
<subtitle id='00:16:44'>last year in September and we realized</subtitle>
<subtitle id='00:16:49'>that we were going to have something like the printing press that could spread ideas all over the world in this</subtitle>
<subtitle id='00:16:55'>new dynamic form and so we had the sense</subtitle>
<subtitle id='00:17:00'>of a progression from these really expensive manuscripts of costing</subtitle>
<subtitle id='00:17:05'>millions of dollars in today's money to Gutenberg Bibles which tried to imitate</subtitle>
<subtitle id='00:17:09'>them as much as possible but only cost sixty thousand dollars in today's money</subtitle>
<subtitle id='00:17:14'>you might ask how does he know that Gutenberg Bibles cost sixty thousand</subtitle>
<subtitle id='00:17:20'>dollars well at the Nuremberg Book Fair they marveled about two things one was</subtitle>
<subtitle id='00:17:25'>how alike the twenty four Gutenberg Bibles that were displayed there were of</subtitle>
<subtitle id='00:17:30'>course they were exactly alike except for the illuminations which were done by</subtitle>
<subtitle id='00:17:36'>hand so that people wouldn't be afraid of them they wanted them to imitate</subtitle>
<subtitle id='00:17:40'>these old ways and the other thing was that these things only cost three years</subtitle>
<subtitle id='00:17:44'>of a clerks wages which is about sixty</subtitle>
<subtitle id='00:17:48'>thousand dollars which is nothing so you can think of this as kind of a maybe a kind of a mainframe a couple of million</subtitle>
<subtitle id='00:17:54'>bucks and only the Catholic Church or somebody really rich like the brother of</subtitle>
<subtitle id='00:17:58'>the King of France could own it this is kind of a work station then eldest came</subtitle>
<subtitle id='00:18:03'>along about 50 years after the printing press with these books that are the size they are today I wonder if anybody in</subtitle>
<subtitle id='00:18:09'>the audience here knows why books are this size today is sort of a standard</subtitle>
<subtitle id='00:18:14'>book size it's a really wonderful story that Aldous was a scholar who decided to</subtitle>
<subtitle id='00:18:20'>set up a press in Venice and his his I</subtitle>
<subtitle id='00:18:26'>meet his new idea was what he called the portable library so he decided the first</subtitle>
<subtitle id='00:18:32'>40 titles that his press printed were</subtitle>
<subtitle id='00:18:37'>called the portable library and they were not religious texts and the reason</subtitle>
<subtitle id='00:18:42'>the books are the size they are today is that in 1495 Aldous went out unto the</subtitle>
<subtitle id='00:18:47'>streets of Venice and measured people's saddlebags to see what was the smallest</subtitle>
<subtitle id='00:18:53'>saddlebag that was kind of common and he decided he would make his books fit in</subtitle>
<subtitle id='00:18:58'>that now when you see a book you'll never forget why they're that size so</subtitle>
<subtitle id='00:19:05'>Aldous hay and Elvis's books only cost a few hundred dollars in today's money so</subtitle>
<subtitle id='00:19:09'>they had a much smaller types size he had to invent new fonts that were</subtitle>
<subtitle id='00:19:14'>readable and so forth but then the interesting thing to me about the</subtitle>
<subtitle id='00:19:18'>printing press was that the big payoff on the press lagged by a hundred two</subtitle>
<subtitle id='00:19:22'>hundred and fifty years the big change</subtitle>
<subtitle id='00:19:26'>from it came in a change in how people represented ideas and argued about them</subtitle>
<subtitle id='00:19:31'>this happened in the 17th century and then politically in the 18th century and</subtitle>
<subtitle id='00:19:37'>so we had the sense that if the computer networked through what's now the</subtitle>
<subtitle id='00:19:42'>internet was going to have a significant change to humans that we'd all be dead</subtitle>
<subtitle id='00:19:46'>by the time this interesting thing happened because our belief was that</subtitle>
<subtitle id='00:19:52'>people would just try and basically do the Gutenberg Bible over and over again</subtitle>
<subtitle id='00:19:56'>it was to imitate old forms for a long</subtitle>
<subtitle id='00:20:00'>long time and so the question was can we actually speed this up and this is what</subtitle>
<subtitle id='00:20:04'>we tried to do at Xerox PARC was to actually try and guess what the media of</subtitle>
<subtitle id='00:20:08'>the 21st century would be like and to do it early and it's led to a lot of</subtitle>
<subtitle id='00:20:17'>technology most of which I think is recognizable the forerunner of both</subtitle>
<subtitle id='00:20:21'>workstations in the Macintosh from 1973</subtitle>
<subtitle id='00:20:25'>the laser printer object-oriented stuff</subtitle>
<subtitle id='00:20:29'>the Windows interface many of the software the Ethernet was done there and</subtitle>
<subtitle id='00:20:35'>pierre-pierre and client-server architectures and so we're kind of</subtitle>
<subtitle id='00:20:39'>aiming somewhere between this desktop way of looking at things and this new</subtitle>
<subtitle id='00:20:45'>laptop and I turned out there was a wind up</subtitle>
<subtitle id='00:20:51'>being an awful lot of work just to get a few computers into schools because that was what most of this technology was</subtitle>
<subtitle id='00:20:56'>designed for it was an effort to get</subtitle>
<subtitle id='00:21:00'>something that the screen had the shape of this eventual notebook computer that</subtitle>
<subtitle id='00:21:05'>we could make enough of them we eventually made about 2000 of them in the in the 70s so that we could get them</subtitle>
<subtitle id='00:21:11'>out to people who are not computer people and start learning about media</subtitle>
<subtitle id='00:21:20'>okay and so this is kind of a metaphor for what we had and had in mind there</subtitle>
<subtitle id='00:21:25'>and I'll show you a some legacy from the</subtitle>
<subtitle id='00:21:30'>past and also some modern versions so you might notice that this is actually a</subtitle>
<subtitle id='00:21:34'>Macintosh hardware I'm using but no</subtitle>
<subtitle id='00:21:38'>piece of Apple software is running on it right now or has been through the entire presentation so what I'm actually using</subtitle>
<subtitle id='00:21:44'>is a what you might call a 21st century</subtitle>
<subtitle id='00:21:48'>version of the software we did at Xerox PARC so they'll give you a kind of a</subtitle>
<subtitle id='00:21:52'>glimpse and the main difference between what I'm showing you now and then is</subtitle>
<subtitle id='00:21:57'>that there's now enough bits to be able to do color so we only add black and</subtitle>
<subtitle id='00:22:04'>white back then but now we have color but pretty much like for instance this</subtitle>
<subtitle id='00:22:08'>is the here's a Scientific American article I wrote about this subject it's</subtitle>
<subtitle id='00:22:13'>written in the very first desktop publishing system going back in the 70s</subtitle>
<subtitle id='00:22:17'>you notice it's pretty smart can feel the text that I'm putting stuff in and</subtitle>
<subtitle id='00:22:23'>here's a little flap of tools you know I'll drop paint palette in there and it</subtitle>
<subtitle id='00:22:29'>gives me an onion skin in case I want to trace something out I'll just do a corporate logo</subtitle>
<subtitle id='00:22:37'>and as soon as the thing I paint it</subtitle>
<subtitle id='00:22:41'>actually becomes an object that has a shape that's recognizable by the system</subtitle>
<subtitle id='00:22:45'>and it can feel it can feel it and the</subtitle>
<subtitle id='00:22:49'>system has a kind of a standard way of</subtitle>
<subtitle id='00:22:53'>being used here so that when I drag through texts it understands that I want</subtitle>
<subtitle id='00:22:58'>to select something but because this is a system also for kids we've made it D</subtitle>
<subtitle id='00:23:03'>constructible so there's a fence that</subtitle>
<subtitle id='00:23:07'>keeps the kids from getting hurt but they can climb the fence whenever they</subtitle>
<subtitle id='00:23:11'>want and these dynamic relationships are actually maintained so if I scroll this</subtitle>
<subtitle id='00:23:17'>guy you can see it's scrolling through that thing that I took apart okay so</subtitle>
<subtitle id='00:23:23'>that give you a kind of an idea there</subtitle>
<subtitle id='00:23:34'>and we'll look at a couple of other things just to give you an idea one of</subtitle>
<subtitle id='00:23:39'>the nice things about being at Disney is you they're all these artists around so</subtitle>
<subtitle id='00:23:45'>this is an example of two-dimensional media and there's some special things</subtitle>
<subtitle id='00:23:55'>about it for instance here's a bitmap version of this poo which in 32-bit</subtitle>
<subtitle id='00:24:00'>graphics is actually 41 K so he's actually kind of big and he has a couple</subtitle>
<subtitle id='00:24:06'>of bad things happen he goes up to about 500 K here and I make him big and it</subtitle>
<subtitle id='00:24:11'>gets Jaggi so both of those are bad in fact bitmap graphics are not really what</subtitle>
<subtitle id='00:24:17'>you want when you're dealing with the Internet let's take this guy out of here</subtitle>
<subtitle id='00:24:21'>the identical poo and let's ask him how</subtitle>
<subtitle id='00:24:25'>big he is and he says oh I'm only a K long okay big and if I blow him up then</subtitle>
<subtitle id='00:24:31'>something interesting happens is that he always stays at maximum resolution and</subtitle>
<subtitle id='00:24:37'>if I ask him how big are you now he says</subtitle>
<subtitle id='00:24:43'>I want to still only a K by long so this is this is an audience that can actually</subtitle>
<subtitle id='00:24:47'>understand this this is like writing a circle is all the points equidistant</subtitle>
<subtitle id='00:24:52'>from a given point on two sheets of paper and giving them to two people and</subtitle>
<subtitle id='00:24:56'>saying make one that's six inches in diameter make one six miles in diameter</subtitle>
<subtitle id='00:25:00'>in the description say is the same size so this poo was drawn by an artist but</subtitle>
<subtitle id='00:25:06'>it's captured and render it into a resolution independent mathematical form</subtitle>
<subtitle id='00:25:14'>and you can sort of just to give you a</subtitle>
<subtitle id='00:25:18'>sense here I'll pull out my little magnifying glass here and you can</subtitle>
<subtitle id='00:25:22'>compare the two edges you can see that this this edge here is feathered as well</subtitle>
<subtitle id='00:25:28'>but it's feathered in a way that's always dependent on the on the actual</subtitle>
<subtitle id='00:25:33'>pixel size that's there remember I said</subtitle>
<subtitle id='00:25:38'>this is a meta medium and everything that's in a computer is created out of</subtitle>
<subtitle id='00:25:44'>these new what you might call new mathematic description so there's also a 3d system</subtitle>
<subtitle id='00:25:52'>in here and all of these systems are scriptable so for instance I can come</subtitle>
<subtitle id='00:25:56'>down here and say the bunny move forward good an undo here turn your head around</subtitle>
<subtitle id='00:26:03'>once here's a crowd-pleaser which is</subtitle>
<subtitle id='00:26:09'>always look at the mouse and the 2d</subtitle>
<subtitle id='00:26:18'>world and the 3d world are mixed in this system so you think of what we have here</subtitle>
<subtitle id='00:26:23'>is a desktop but member the bunny is in 3d and the desktop is usually in 2d and</subtitle>
<subtitle id='00:26:29'>this system you can this shows you kind of what the relationship actually is</subtitle>
<subtitle id='00:26:35'>that the desktop is kind of a place in a in a larger 3d world now let's look at</subtitle>
<subtitle id='00:26:43'>the age kids that we spend most of our time with we work with thousands of kids</subtitle>
<subtitle id='00:26:48'>since about 1973 and partly for reasons</subtitle>
<subtitle id='00:26:53'>that you saw in the Harvard video we found that basically trying to up in a</subtitle>
<subtitle id='00:27:01'>sense update Montessori with</subtitle>
<subtitle id='00:27:06'>environments that involve science and math toys is a very very good idea</subtitle>
<subtitle id='00:27:11'>because Montessori point which Piaget later took up is that young kids are</subtitle>
<subtitle id='00:27:16'>actually not in great shape for learning adult math but they're in great shape</subtitle>
<subtitle id='00:27:22'>for being taught uncommon sense so they</subtitle>
<subtitle id='00:27:28'>pick up a set of heuristics and points</subtitle>
<subtitle id='00:27:32'>of view and ways of looking at the world and ways of thinking about knowledge</subtitle>
<subtitle id='00:27:37'>from their travels in the world and these are what are so disastrous for</subtitle>
<subtitle id='00:27:42'>these Harvard kids and most kids and if</subtitle>
<subtitle id='00:27:46'>you trace it back there's a famous book called science learning by Roger Freitag</subtitle>
<subtitle id='00:27:50'>as a New Zealander that the attitude</subtitle>
<subtitle id='00:27:55'>towards how the world works is firmly set in most kids by around the age</subtitle>
<subtitle id='00:28:00'>age of seven or so so over the years we've gotten very interested in working</subtitle>
<subtitle id='00:28:04'>with young kids and we're interested in</subtitle>
<subtitle id='00:28:08'>how why do kids build things small</subtitle>
<subtitle id='00:28:14'>percentage of kids get interested in ideas and build things because they're</subtitle>
<subtitle id='00:28:21'>intrinsically interesting and these kids are what you might call experimental error for pedagogical experiments so if</subtitle>
<subtitle id='00:28:28'>you teach programming in a classroom or almost anything in a classroom about</subtitle>
<subtitle id='00:28:32'>five percent of the kids will be somewhat pre-wired if you do sports in a</subtitle>
<subtitle id='00:28:37'>classroom about five percent of the kids will be pre-wired usually a different set of kids and for first couple of</subtitle>
<subtitle id='00:28:44'>years at Xerox PARC we used to only</subtitle>
<subtitle id='00:28:48'>point at these kits look at what this kid is doing it's incredible so a couple</subtitle>
<subtitle id='00:28:54'>years later we discovered that our pedagogy was actually meaningless</subtitle>
<subtitle id='00:28:58'>because these kids would have learned if we were twice as bad as we were they</subtitle>
<subtitle id='00:29:03'>just got a fact they were like us everybody in my group had understood</subtitle>
<subtitle id='00:29:09'>what a computer was and had learned how to program in about a week because it</subtitle>
<subtitle id='00:29:14'>was just there it is so it couldn't be more obvious so the interesting thing</subtitle>
<subtitle id='00:29:19'>about pedagogy for any of these areas like math and science and programming is</subtitle>
<subtitle id='00:29:23'>what do you do with the next to 80% the 80% who aren't pre-wired for the stuff</subtitle>
<subtitle id='00:29:28'>but can learn the precursors of this stuff and then be able to do it so this</subtitle>
<subtitle id='00:29:33'>is where we discovered our pedagogy was pretty bad so here's here's my nine-year-old nephew constructing a very</subtitle>
<subtitle id='00:29:39'>complex thing from standard Lego blocks which is actually a walking dragon so</subtitle>
<subtitle id='00:29:45'>it's standard Lego blocks articulated and it has motors it has a couple of</subtitle>
<subtitle id='00:29:50'>worm gears in here it took this kid 55 minutes of deep concentration to build</subtitle>
<subtitle id='00:29:58'>this and he had four times when he ran out of short-term memory and got</subtitle>
<subtitle id='00:30:02'>confused he had actually not made a mistake but he thought he had I'm sure</subtitle>
<subtitle id='00:30:06'>you've had this experience when dealing with children and so the coaching job</subtitle>
<subtitle id='00:30:10'>was just to get him to slow down Woori go back reconfirm that everything</subtitle>
<subtitle id='00:30:16'>is going alright and a lot of the reason this kid who is not particularly</subtitle>
<subtitle id='00:30:21'>intrinsically interested in ideas does things is because he's trying to prove</subtitle>
<subtitle id='00:30:25'>to himself and everybody else that he's in the world he wants to be an effector</subtitle>
<subtitle id='00:30:30'>he wants to be enfranchised like adults</subtitle>
<subtitle id='00:30:34'>so he always wants to do the driving and he likes to drive when he's on on a</subtitle>
<subtitle id='00:30:39'>computer so here's an interesting little activity which overlaps with what I just</subtitle>
<subtitle id='00:30:44'>showed you from Seymour for this kind of kid who's not particularly interested in</subtitle>
<subtitle id='00:30:49'>turtle graphics but loves the idea of designing his own car again we have this</subtitle>
<subtitle id='00:30:57'>little painting system yeah do the car of your choice as seen from the top and</subtitle>
<subtitle id='00:31:06'>since I've come to Disney I've learned to do specular reflections because</subtitle>
<subtitle id='00:31:14'>everything should Sparkle and</subtitle>
<subtitle id='00:31:18'>interesting both boys and girls these days invariably put big off-road type</subtitle>
<subtitle id='00:31:25'>wheels on their cars this is a very interesting thing because they're</subtitle>
<subtitle id='00:31:30'>interested in power so again this makes</subtitle>
<subtitle id='00:31:37'>the system makes this into an object and</subtitle>
<subtitle id='00:31:41'>I can do things to the object and here's the game we're playing this is the area</subtitle>
<subtitle id='00:31:46'>this hand eye areas where the kid gets their payoff and what we're trying to do</subtitle>
<subtitle id='00:31:52'>without telling them we're teaching the math is to get them to understand the</subtitle>
<subtitle id='00:31:57'>power of symbols so we have two</subtitle>
<subtitle id='00:32:01'>identical representations here to make this a little bit more clear I'll call</subtitle>
<subtitle id='00:32:05'>rename this guy car and if you look here</subtitle>
<subtitle id='00:32:09'>cars heading is 0 it means it's pointing straight up if I take this little blue</subtitle>
<subtitle id='00:32:14'>handle and rotate it you can see it going positive and negative in fact if I</subtitle>
<subtitle id='00:32:18'>go over here to the carrot and start pressing on it the car will rotate so I</subtitle>
<subtitle id='00:32:23'>have two identical use but one is symbolic and one isn't so</subtitle>
<subtitle id='00:32:28'>the symbolic one is not very interesting to the kids even when you can press on</subtitle>
<subtitle id='00:32:33'>the explanation point here and get it to go forward by five or turn by five still</subtitle>
<subtitle id='00:32:39'>not to any interesting but when they find out that you can just drag out</subtitle>
<subtitle id='00:32:43'>little pieces of program here and start</subtitle>
<subtitle id='00:32:48'>it ticking and the car starts going and</subtitle>
<subtitle id='00:32:52'>in fact you can here's a nice little</subtitle>
<subtitle id='00:32:59'>motor sound more like if of course</subtitle>
<subtitle id='00:33:06'>you're not driving it yet so we should do an experiment here first paid</subtitle>
<subtitle id='00:33:12'>ourselves</subtitle>
<subtitle id='00:33:22'>and ever the steering wheel is the same kind of thing as the car is I call it</subtitle>
<subtitle id='00:33:27'>steer here and it has a headache and it</subtitle>
<subtitle id='00:33:34'>goes Pleasant - when I turn it so let's see what happens to the car when I say</subtitle>
<subtitle id='00:33:39'>turn by zero well it starts going</subtitle>
<subtitle id='00:33:43'>straight and when I say turn negative it starts moving the other direction so it</subtitle>
<subtitle id='00:33:50'>seems like if I could get the numbers from the steering wheel into this car</subtitle>
<subtitle id='00:33:55'>turned by I can do that by grabbing this and just dropping it in then the car</subtitle>
<subtitle id='00:34:02'>should feel the steering wheel and I should be able to drive the car by turning the steering wheel the kids love</subtitle>
<subtitle id='00:34:09'>this and then they start complaining they say wow this is hard to control we</subtitle>
<subtitle id='00:34:14'>say yeah it's because you made a race car you don't have any ears between the steering wheel and the car and they say</subtitle>
<subtitle id='00:34:20'>well what's it here you say we'll see this little triangle here once you press on it you can do some arithmetic</subtitle>
<subtitle id='00:34:25'>arithmetic ah they say but we say just</subtitle>
<subtitle id='00:34:29'>divide that number coming out of the steering wheel by three oh yeah it's</subtitle>
<subtitle id='00:34:37'>much easier to control because now I have to turn the steering wheel three</subtitle>
<subtitle id='00:34:41'>times this far</subtitle>
<subtitle id='00:34:46'>those little activity goes on and on and then I could do all of it for you but</subtitle>
<subtitle id='00:34:51'>just to give you an idea and you'll recognize the seymour papert turtle here</subtitle>
<subtitle id='00:34:56'>but now with a costume that is meaningful to most</subtitle>
<subtitle id='00:35:03'>children and the next thing they do like</subtitle>
<subtitle id='00:35:07'>you can see over here as they draw a road I'm gonna draw a road in a in a</subtitle>
<subtitle id='00:35:12'>second also the cars can sense the</subtitle>
<subtitle id='00:35:16'>colors underneath them so they can make rude noises when you drive off the road and so the kids spend about ten minutes</subtitle>
<subtitle id='00:35:22'>doing this and I have about an hour of</subtitle>
<subtitle id='00:35:26'>playtime or something when you ask them what was the most fun thing about this</subtitle>
<subtitle id='00:35:31'>project they say learning to drive the car if you ask them what was the most</subtitle>
<subtitle id='00:35:36'>difficult thing about this project they say learning to drive the car so but</subtitle>
<subtitle id='00:35:42'>what they are getting a sense of is the power of having names for things and</subtitle>
<subtitle id='00:35:49'>also for the first time at least in America for nine and ten-year-olds while</subtitle>
<subtitle id='00:35:54'>you might ever want to use divide because if you think about it in a kid's</subtitle>
<subtitle id='00:35:58'>world they don't need divided for dividing up M&Ms because you just do</subtitle>
<subtitle id='00:36:03'>them sequentially they don't need divided for dividing up a pizza because you do that by eye so what does a nine</subtitle>
<subtitle id='00:36:09'>or ten-year-old actually use divided for and the answer is nothing and most kids</subtitle>
<subtitle id='00:36:14'>go all the way through high school without ever realizing that multiplication and division are for</subtitle>
<subtitle id='00:36:20'>scaling things and that there are many important uses of this okay so let me</subtitle>
<subtitle id='00:36:26'>let me show you it instead of taking that path let me show you another</subtitle>
<subtitle id='00:36:31'>powerful idea here I'll draw draw a</subtitle>
<subtitle id='00:36:35'>little road</subtitle>
<subtitle id='00:36:49'>okay and now what I'm interested in is</subtitle>
<subtitle id='00:36:56'>making this car a little smarter so this is usually at the end of several weeks</subtitle>
<subtitle id='00:37:01'>of experience with this thing so what I'm going to do is I used to sail boats</subtitle>
<subtitle id='00:37:06'>so the way you remember a port and starboard is that port and left in</subtitle>
<subtitle id='00:37:13'>English have the same number of letters so port is always on the left hand side</subtitle>
<subtitle id='00:37:17'>and it's red because of port wine is red</subtitle>
<subtitle id='00:37:22'>so put into my little red a little red</subtitle>
<subtitle id='00:37:26'>guy as a sensor and then starboard is</subtitle>
<subtitle id='00:37:30'>all the other things that's green and on the on the other side okay so here's my</subtitle>
<subtitle id='00:37:37'>car now it has has some sensors and now</subtitle>
<subtitle id='00:37:43'>we have to think about how we would</subtitle>
<subtitle id='00:37:47'>program this first thing we want to do is get rid of this car turn by the</subtitle>
<subtitle id='00:37:51'>steering wheel so we'll put this in the thing there and the car is going to go</subtitle>
<subtitle id='00:37:57'>forward where we're gonna make the motor sound so we'll just leave this script alone now what I'm going to show you is</subtitle>
<subtitle id='00:38:01'>something I think is very interesting the standard way a computer scientist</subtitle>
<subtitle id='00:38:06'>would go through the next phase is to do a nested conditional so they'd say if my</subtitle>
<subtitle id='00:38:14'>red sensor is touching something rather than do something else if my green</subtitle>
<subtitle id='00:38:20'>sensor is touching is a typical thing this is the way we wrote it this is the</subtitle>
<subtitle id='00:38:24'>way the teacher wrote it now it happens that this teacher is a wonderful teacher</subtitle>
<subtitle id='00:38:29'>she doesn't show the kids her solutions so she showed them a car successfully</subtitle>
<subtitle id='00:38:35'>doing working the road with two sensors but she didn't show them her code she</subtitle>
<subtitle id='00:38:41'>said this is a challenge so this is one of the this is the how the monkey found</subtitle>
<subtitle id='00:38:45'>the fifth way out of the room it turns</subtitle>
<subtitle id='00:38:49'>out that the kids these age really can't do nested conditionals it's too</subtitle>
<subtitle id='00:38:53'>complicates it's hard for a lot of us to react so remember these things so here's</subtitle>
<subtitle id='00:38:58'>what a number of kids did on this and I</subtitle>
<subtitle id='00:39:02'>think you'll find this interest I hope so so let's get a new script here</subtitle>
<subtitle id='00:39:08'>and we'll put a test in it and what</subtitle>
<subtitle id='00:39:15'>we're going to do here is we're going to</subtitle>
<subtitle id='00:39:20'>pick a color on the car so we pick we're</subtitle>
<subtitle id='00:39:24'>going to pick the red the actual red that I used here that one and here we're</subtitle>
<subtitle id='00:39:32'>going to pick so we're going to say when red sees brown what do we want to do we</subtitle>
<subtitle id='00:39:38'>can see that the car here if the red sees brown then we want to turn away</subtitle>
<subtitle id='00:39:43'>from it and the kids use a clockwise</subtitle>
<subtitle id='00:39:48'>system here so we're going to turn by</subtitle>
<subtitle id='00:39:54'>minus five okay and then one more little</subtitle>
<subtitle id='00:39:59'>script here and same basic idea color</subtitle>
<subtitle id='00:40:10'>C's get the conditional first by the way</subtitle>
<subtitle id='00:40:18'>this this way of letting the kids do these things without having to type is</subtitle>
<subtitle id='00:40:23'>actually very important because it allows them to do many many more</subtitle>
<subtitle id='00:40:28'>experiments so in this case we're going to pick up the green color I used here</subtitle>
<subtitle id='00:40:36'>that one and again so when the green guy</subtitle>
<subtitle id='00:40:40'>sees Brown this Brown what do we want to</subtitle>
<subtitle id='00:40:45'>do well in this case if we see it then we want to turn away from it so let's do</subtitle>
<subtitle id='00:40:51'>car turn by five let's slow it down down a bit so we can see what to do with it</subtitle>
<subtitle id='00:40:57'>like that get this guy to be paused and</subtitle>
<subtitle id='00:41:01'>get this guy to be paused and let's let her go</subtitle>
<subtitle id='00:41:11'>very quickly some of the kids decided wow you should add some sounds in here</subtitle>
<subtitle id='00:41:19'>cuz then we can say so let's pick will</subtitle>
<subtitle id='00:41:26'>do clink for read novel</subtitle>
<subtitle id='00:41:38'>let's do scratch okay so now let's go</subtitle>
<subtitle id='00:41:52'>okay now what happens here is some of</subtitle>
<subtitle id='00:41:56'>the kids realize hey wait this is what ants do and they follow trails and this is what salmon do and they're fine</subtitle>
<subtitle id='00:42:01'>so immediately some of the kids go and redraw the car which they can do by just</subtitle>
<subtitle id='00:42:09'>going to that and turn the car into a</subtitle>
<subtitle id='00:42:13'>fish or turn the car into an animal and so one branch of this is to go into</subtitle>
<subtitle id='00:42:19'>biological systems so shown you three of</subtitle>
<subtitle id='00:42:24'>four of the powerful ideas we work with I've shown you vectors shown you</subtitle>
<subtitle id='00:42:31'>basically differential equations in their computer form and the integration</subtitle>
<subtitle id='00:42:35'>of them I've shown you feedback systems which is how how you do things without</subtitle>
<subtitle id='00:42:40'>now notice that elegant this code is by</subtitle>
<subtitle id='00:42:44'>the kids know what computer scientist is just not used to writing parallel code</subtitle>
<subtitle id='00:42:49'>so we would never think of doing it this way but when I saw this program from the</subtitle>
<subtitle id='00:42:53'>kids I just about wept it was just beautiful because they realize that</subtitle>
<subtitle id='00:42:58'>these cases were independent and therefore they could just let all three</subtitle>
<subtitle id='00:43:02'>scripts run without needing any synchronization except these tests and</subtitle>
<subtitle id='00:43:08'>the rhapsodies of a computer scientist</subtitle>
<subtitle id='00:43:12'>let me show you the fourth thing that we</subtitle>
<subtitle id='00:43:16'>do here I'll skip past this</subtitle>
<subtitle id='00:43:21'>this is actually a system that older kids construct it's again lots of little</subtitle>
<subtitle id='00:43:26'>cars running around and bouncing off things and you can do for older kids you</subtitle>
<subtitle id='00:43:32'>can do gas laws and other kinds of things and here we're going to do</subtitle>
<subtitle id='00:43:36'>something else we're going to infect one of them the red guy and let him infect</subtitle>
<subtitle id='00:43:43'>other everybody always routes for the</subtitle>
<subtitle id='00:43:48'>last one there he is and to help us</subtitle>
<subtitle id='00:44:01'>understand what happened we get a curve like that and that just happens to be the characteristic curve of an AIDS</subtitle>
<subtitle id='00:44:07'>infection it has this long flat period</subtitle>
<subtitle id='00:44:14'>where nothing much happens and to contrast that we can heat up this</subtitle>
<subtitle id='00:44:18'>particle system here by just making it smaller and we'll do it again and we get</subtitle>
<subtitle id='00:44:27'>this which is a lot more like typhoid and cholera and I think everybody in</subtitle>
<subtitle id='00:44:32'>this room realizes that more than 30 million people in Africa alone are</subtitle>
<subtitle id='00:44:36'>infected with this disease needlessly</subtitle>
<subtitle id='00:44:41'>and this is because the unaided human common sense is a keyhole that's only</subtitle>
<subtitle id='00:44:47'>that big and so if you look at AIDS when</subtitle>
<subtitle id='00:44:52'>it's starting up with simple common sense nothing looks bad whereas if you</subtitle>
<subtitle id='00:44:57'>look at typhoid or cholera is starting up you can tell you should probably do something and the whole point I believe</subtitle>
<subtitle id='00:45:03'>of learning the scientific outlook besides the fun of science itself is</subtitle>
<subtitle id='00:45:07'>this larger window for imagination it allows us to imagine disasters early</subtitle>
<subtitle id='00:45:14'>enough to take action and that's what happened in this in this country ok so</subtitle>
<subtitle id='00:45:24'>now the last part of this I just want to show you following one of these powerful</subtitle>
<subtitle id='00:45:28'>ideas which is called increase by</subtitle>
<subtitle id='00:45:33'>start with very young kids like six years old this kid has drawn a grasshopper here</subtitle>
<subtitle id='00:45:39'>and has made some grass and the the</subtitle>
<subtitle id='00:45:46'>grass here we can copy</subtitle>
<subtitle id='00:45:55'>we can make a lot of copies of it and</subtitle>
<subtitle id='00:46:02'>hide this little grasshopper now six year olds it's an interesting thing</subtitle>
<subtitle id='00:46:06'>about what can what can six year olds actually do here and see if I can find</subtitle>
<subtitle id='00:46:14'>the grass up or here come on here it is</subtitle>
<subtitle id='00:46:24'>but a very wonderful little game can be made with increased by so I've take the</subtitle>
<subtitle id='00:46:31'>hoppers right left coordinate I can determine that that's the right left</subtitle>
<subtitle id='00:46:35'>coordinate by getting a little watcher</subtitle>
<subtitle id='00:46:40'>for it and I can try moving this grasshopper around and see what happens</subtitle>
<subtitle id='00:46:45'>to it so going this way it gets in it increases so I cover it up again with</subtitle>
<subtitle id='00:46:51'>with grass and then I write a little script here let's do hopper increased by</subtitle>
<subtitle id='00:46:57'>one and now I can bring my mother over and say what's hiding in the grass mom</subtitle>
<subtitle id='00:47:02'>and the mom says I don't know and the kid says hey watch this I think</subtitle>
<subtitle id='00:47:09'>biologists here for sure know that there's a huge difference between the</subtitle>
<subtitle id='00:47:14'>motion sensors in our visual system and our ability to recognize patterns we</subtitle>
<subtitle id='00:47:19'>have special wiring for dealing with these things and this is something that</subtitle>
<subtitle id='00:47:23'>now becomes part of this very young kids common sense what about animation we get</subtitle>
<subtitle id='00:47:33'>the kid to draw a straight arrow here</subtitle>
<subtitle id='00:47:37'>draw a curved arrow and what we want to</subtitle>
<subtitle id='00:47:41'>do is alternate back and forth between this and have this guy where where the</subtitle>
<subtitle id='00:47:45'>costume so how do we do that</subtitle>
<subtitle id='00:47:52'>okay what we do is again right when a</subtitle>
<subtitle id='00:48:01'>little program and now what we're going to do is increase not how this thing is</subtitle>
<subtitle id='00:48:06'>moving we're going to increase where this cursor is in the structures are</subtitle>
<subtitle id='00:48:11'>going to say cursor increased by one and when I'm step that alternates back and</subtitle>
<subtitle id='00:48:17'>forth and now all I have to do is to</subtitle>
<subtitle id='00:48:25'>come in here and this actor on the stage</subtitle>
<subtitle id='00:48:34'>is called Harrison I don't want him to look like a dot I want him to look like</subtitle>
<subtitle id='00:48:45'>the value that's under the cursor and</subtitle>
<subtitle id='00:48:49'>now if I say step but if I tell it to go</subtitle>
<subtitle id='00:48:55'>I get a surprise it actually goes too fast so one of the things I can do here</subtitle>
<subtitle id='00:49:02'>is use this little green copy guy to</subtitle>
<subtitle id='00:49:06'>copy more in now I get a nice animation</subtitle>
<subtitle id='00:49:11'>and I can see that I'm spending three-fifths of my time on the straight</subtitle>
<subtitle id='00:49:16'>arrow and to end two fifths of my time on the curve there and that's giving me a nice animation so this is kind of</subtitle>
<subtitle id='00:49:21'>standard animation but here's another experiment I can do what happens if I</subtitle>
<subtitle id='00:49:27'>change this number here to 1/2</subtitle>
<subtitle id='00:49:36'>and what is actually happening there well let's let's take a look this is a little complicated here so I should get</subtitle>
<subtitle id='00:49:41'>a watcher here oh yeah so it's four then</subtitle>
<subtitle id='00:49:50'>four point five and five and five point five then one and then one so it's</subtitle>
<subtitle id='00:49:56'>dwelling for two ticks on each one of</subtitle>
<subtitle id='00:50:01'>these things and and therefore it is traversing through there at half speed</subtitle>
<subtitle id='00:50:06'>so this is teaching the kids sampling</subtitle>
<subtitle id='00:50:14'>same program works with a multiple thing so here's this bird and learn to draw a</subtitle>
<subtitle id='00:50:22'>little bit better pause this guy so</subtitle>
<subtitle id='00:50:29'>he'll just stick here and again we can</subtitle>
<subtitle id='00:50:33'>do these experiments we can try let's go up to two here so now he's just</subtitle>
<subtitle id='00:50:39'>eliminating these guys because he's hopping over them or I can come back to</subtitle>
<subtitle id='00:50:44'>my 0.5 experiment I can go in my</subtitle>
<subtitle id='00:50:52'>supplies flap here and I can get out of slider</subtitle>
<subtitle id='00:51:00'>and if we look at the slider we see that</subtitle>
<subtitle id='00:51:04'>its minimum value is zero and its maximum value is one its current new</subtitle>
<subtitle id='00:51:08'>valent numeric value of zero point three so whenever I just pick up the slider</subtitle>
<subtitle id='00:51:12'>and just plug this in here and now I've</subtitle>
<subtitle id='00:51:18'>got a continuous control over the speed of this thing okay so this one I'm just</subtitle>
<subtitle id='00:51:29'>going to point to just the point this is exactly the same as the animation except</subtitle>
<subtitle id='00:51:33'>we have a timer that we have recorded and when I say go through it it's going</subtitle>
<subtitle id='00:51:41'>through the air and then the cone position of the speaker is being moved back and forth again I can speed it up</subtitle>
<subtitle id='00:51:48'>by a factor of 2 and a factor of 3 it goes faster but I can't hear anything</subtitle>
<subtitle id='00:51:55'>that's the reason is is that I have to actually speed it up here by a factor of</subtitle>
<subtitle id='00:52:02'>10,000 to go through and if I go up to a</subtitle>
<subtitle id='00:52:10'>factor of 2 okay so that kids take these</subtitle>
<subtitle id='00:52:23'>things make up the magic numbers and now now they have the magic numbers to</subtitle>
<subtitle id='00:52:27'>sample out the different notes put each one on a button and now they have a</subtitle>
<subtitle id='00:52:31'>little synthesizer</subtitle>
<subtitle id='00:52:39'>and there's a trombone in there it gets</subtitle>
<subtitle id='00:52:51'>louder when I bring in more if I don't</subtitle>
<subtitle id='00:52:56'>want to try but what if I want this little time where I just made so every</subtitle>
<subtitle id='00:53:05'>sound the kid makes is inserted into</subtitle>
<subtitle id='00:53:10'>what you might think of as the adult media here except this is all done for</subtitle>
<subtitle id='00:53:15'>children okay so I think it's a good</subtitle>
<subtitle id='00:53:20'>place to quit what I've been the next</subtitle>
<subtitle id='00:53:25'>stage in this increase by is to do</subtitle>
<subtitle id='00:53:30'>gravity experiments and the way we do science is by actual reference to the</subtitle>
<subtitle id='00:53:36'>real world I don't believe you can learn science from a book because you you can</subtitle>
<subtitle id='00:53:42'>write lies in a book I don't believe you</subtitle>
<subtitle id='00:53:46'>can learn science on a computer because the computer can simulate an inverse cube law just as easily as it can</subtitle>
<subtitle id='00:53:51'>simulate an inverse square law so you're always basically put in the position of</subtitle>
<subtitle id='00:53:55'>having to believe somebody in mathematics Einstein had this nice</subtitle>
<subtitle id='00:53:59'>saying he said you have to be able to learn how to distinguish between what is</subtitle>
<subtitle id='00:54:04'>true and what is real and what he meant is that what is true is what you can put</subtitle>
<subtitle id='00:54:08'>in language in mathematics that's because the truth comes from its non</subtitle>
<subtitle id='00:54:13'>contradiction stuff but what is true is</subtitle>
<subtitle id='00:54:17'>not necessarily what is real what is real is the way the universe wants to be</subtitle>
<subtitle id='00:54:21'>and they're really two different things and so we do it by actual references to</subtitle>
<subtitle id='00:54:26'>the physical world like somebody dropping water balloon and then having</subtitle>
<subtitle id='00:54:31'>the kid</subtitle>
<subtitle id='00:54:37'>measure using this little measure so for</subtitle>
<subtitle id='00:54:41'>instance if you measure from the middle of the balloon to the middle of the next balloon this is every 10 frames here</subtitle>
<subtitle id='00:54:46'>they quickly see that they have to increase this measure by some amount</subtitle>
<subtitle id='00:54:53'>each time</subtitle>
<subtitle id='00:55:00'>and then by stacking these guys up they say oh yeah the amount that's getting</subtitle>
<subtitle id='00:55:04'>increased is just about constant and</subtitle>
<subtitle id='00:55:08'>that leads them to this two-stage increase by which gives you gravity and</subtitle>
<subtitle id='00:55:13'>in the music world a two-stage increase by gives you FM synthesis which is the</subtitle>
<subtitle id='00:55:18'>synthesis that's used by the Yamaha synthesizer so the belief here and this</subtitle>
<subtitle id='00:55:23'>is justified by quite a bit of experience that simply putting kids into</subtitle>
<subtitle id='00:55:29'>a play world that has powerful things</subtitle>
<subtitle id='00:55:33'>powerful ideas that are used over and over again in different contexts that</subtitle>
<subtitle id='00:55:37'>these become part of the kids heuristic thinking and I believe that if we're</subtitle>
<subtitle id='00:55:42'>ever going to have more than a few percentage of the population really</subtitle>
<subtitle id='00:55:46'>understand science that that's what we</subtitle>
<subtitle id='00:55:50'>have to do we have to change kids common sense into uncommon sense thank you</subtitle>
<subtitle id='00:56:11'>Thanks so I should mention that this software I'm doing is free this is not a</subtitle>
<subtitle id='00:56:17'>Disney product Disney is sponsoring this research but it is actually an</subtitle>
<subtitle id='00:56:21'>open-source system like Linux done by a</subtitle>
<subtitle id='00:56:28'>small core group of seven of us at Disney and well if you count all the</subtitle>
<subtitle id='00:56:35'>people who find bugs for us probably several thousand people out in the</subtitle>
<subtitle id='00:56:39'>network all over the world in two or three hundred people who put in several</subtitle>
<subtitle id='00:56:43'>hours every day helping on this we've been working this runs on every platform</subtitle>
<subtitle id='00:56:48'>runs on little PDAs runs on phones runs</subtitle>
<subtitle id='00:56:53'>on the Sony Playstation 2 and it runs</subtitle>
<subtitle id='00:56:57'>exactly identically on each platform unlike we're not competing with Java but</subtitle>
<subtitle id='00:57:02'>if you've used Java you may be aware that doesn't necessarily run the same on</subtitle>
<subtitle id='00:57:07'>one platform to another so this uses some software techniques developed at</subtitle>
<subtitle id='00:57:11'>Xerox PARC to make it absolutely compatible and it doesn't use any native</subtitle>
<subtitle id='00:57:16'>tools so the graphics is exactly the same the 3d was being done by us all of</subtitle>
<subtitle id='00:57:21'>the sound was being done by us so it doesn't need sound cards or anything</subtitle>
<subtitle id='00:57:25'>else so it's kind of a universal software system that's freely available</subtitle>
<subtitle id='00:57:30'>over the internet and this media that I've been showing you every single thing</subtitle>
<subtitle id='00:57:34'>I was showing you is something that you would in essentially running out of a browser because once you find one of</subtitle>
<subtitle id='00:57:40'>these things in a browser it takes over the machine in a benign way expands to</subtitle>
<subtitle id='00:57:46'>fill the screen and it becomes a new world for you to do work in you can</subtitle>
<subtitle id='00:57:53'>escape from this world back to your the arms of the operating system you so love</subtitle>
<subtitle id='00:58:00'>but basically this attempts to solve a</subtitle>
<subtitle id='00:58:04'>whole bunch of problems of putting media out on the net and allowing it to be</subtitle>
<subtitle id='00:58:09'>used by anybody authoring is always on so when you're using this thing</subtitle>
<subtitle id='00:58:13'>regardless of whether you got it through a browser all the things that I showed you are working continuously you can</subtitle>
<subtitle id='00:58:19'>think of as an attempt to restore the symmetry between authoring</subtitle>
<subtitle id='00:58:24'>and consumption that we had in personal computing 25 years ago but got taken</subtitle>
<subtitle id='00:58:29'>away by the web the web has this horrible thing that the Brout web</subtitle>
<subtitle id='00:58:34'>browsers don't really want you to be an author and so you tend basically most of</subtitle>
<subtitle id='00:58:40'>the millions of people on the Internet are basically consumers not authors and we think this is just really bad goes</subtitle>
<subtitle id='00:58:46'>against everything that we tried to create 30 years ago so any questions</subtitle>
<subtitle id='00:58:53'>okay the the hackers version so I should</subtitle>
<subtitle id='00:58:59'>mention that this thing that I showed you is squeak org Suite org squ</subtitle>
<subtitle id='00:59:08'>EA k is the home site for this open</subtitle>
<subtitle id='00:59:13'>source project and all of the different</subtitle>
<subtitle id='00:59:18'>platforms are supported there this demo</subtitle>
<subtitle id='00:59:23'>was done by taking what you can download there and adding only about a hundred</subtitle>
<subtitle id='00:59:28'>lines of code to it so everything I</subtitle>
<subtitle id='00:59:32'>showed you is actually in there but none of the media is right now so for</subtitle>
<subtitle id='00:59:37'>instance the ability to make that car is in there but the project that's set up</subtitle>
<subtitle id='00:59:43'>to help you make the car is not in there but it will be by the end of the summer</subtitle>
<subtitle id='00:59:47'>so the reason I'm going around and showing this now particularly to</subtitle>
<subtitle id='00:59:51'>scientists is because you happen to be one of the major groups that we made the</subtitle>
<subtitle id='00:59:57'>system for it's for kids ultimately but we actually need thousand great pieces</subtitle>
<subtitle id='01:00:04'>of content like the drive a car and the maker robot car and they make your own</subtitle>
<subtitle id='01:00:11'>tomber and the stuff like this and we made this system is a kind of a super</subtitle>
<subtitle id='01:00:15'>hyper card if you will as an as an</subtitle>
<subtitle id='01:00:19'>authoring tool both for children but also for people who understand this</subtitle>
<subtitle id='01:00:23'>content to do free content there's</subtitle>
<subtitle id='01:00:27'>nothing in the license that prevents you from making money on this and some</subtitle>
<subtitle id='01:00:32'>people will some people will make money but this is basically an internet kind</subtitle>
<subtitle id='01:00:36'>of thing where the thing that children most need in this</subtitle>
<subtitle id='01:00:40'>country at least is something like the San Francisco Exploratorium which is 500</subtitle>
<subtitle id='01:00:45'>ways to enter into a single idea because</subtitle>
<subtitle id='01:00:50'>every child is different most children aren't interested in the ideas directly they're interested in</subtitle>
<subtitle id='01:00:55'>some part of their own personal fantasies and so when Frank Oppenheimer</subtitle>
<subtitle id='01:01:00'>made the Exploratorium he wanted to teach the children that the world is not</subtitle>
<subtitle id='01:01:04'>as it seems and every child was</subtitle>
<subtitle id='01:01:08'>different so he put 500 exhibits in the Exploratorium all of which teach the</subtitle>
<subtitle id='01:01:12'>world is not as it seems and he figured that if he had 2,000 kids careening</subtitle>
<subtitle id='01:01:17'>around the Exploratorium that the Brownian motion of these kids against</subtitle>
<subtitle id='01:01:23'>the 500 exhibits would often collide the right kid with the right exhibit and</subtitle>
<subtitle id='01:01:28'>they would have an experience now I'll tell you justice here's a here's how deep this</subtitle>
<subtitle id='01:01:33'>goes this feedback experience is a big</subtitle>
<subtitle id='01:01:37'>one for the kids just the idea that you can be strategic is a huge thing for a</subtitle>
<subtitle id='01:01:42'>nine-year-old child that you don't have to know the exact things you can draw</subtitle>
<subtitle id='01:01:46'>any path and their little robot car will follow it but here's a biggie</subtitle>
<subtitle id='01:01:51'>maybe even a bigger one because it's so tiny is that a girl was experimenting</subtitle>
<subtitle id='01:02:00'>with forward so she was doing forward over and over again forward five going</subtitle>
<subtitle id='01:02:05'>real fast forward - it was slower she clicked it down - forward zero stop she</subtitle>
<subtitle id='01:02:11'>went to the negatives and went backwards she went up - forward zero and then she</subtitle>
<subtitle id='01:02:15'>had this epiphany and that was that the car was still moving when it was at</subtitle>
<subtitle id='01:02:21'>forward zero that that zero was actually a valid way to measure a length that it</subtitle>
<subtitle id='01:02:29'>was actually something and it's just one of the great things when a kid has this</subtitle>
<subtitle id='01:02:33'>thing it's not nothing it's something</subtitle>
<subtitle id='01:02:39'>that's the reaction and so just in these</subtitle>
<subtitle id='01:02:43'>tiny ways every time you open one of those cracks a great thing happens</subtitle>
<subtitle id='01:02:47'>because there's a chance for more stuff to come in and I believe that's an essay at least</subtitle>
<subtitle id='01:02:52'>in this country what we need is a thousand or more pieces of cotton we</subtitle>
<subtitle id='01:02:57'>have people like Richard Dawkins who are going to do some things and Douglas Adams who wrote Hitchhiker's Guide to</subtitle>
<subtitle id='01:03:02'>the galaxy you're going to do some things in this is really for the the</subtitle>
<subtitle id='01:03:06'>scientists and knowledgeable people of the world who are interested in kids to</subtitle>
<subtitle id='01:03:11'>make a little project that will help</subtitle>
<subtitle id='01:03:17'>some kids understand a powerful idea so</subtitle>
<subtitle id='01:03:21'>that's the plan yeah why I don't know</subtitle>
<subtitle id='01:03:40'>what you mean by the same playground there well we're the it recapitulates</subtitle>
<subtitle id='01:03:51'>everything you can do on a personal computer that I'd say that's large right</subtitle>
<subtitle id='01:03:57'>I mean the computer has a lot of degrees of freedom and nothing is restricting</subtitle>
<subtitle id='01:04:01'>here this is not a stripped-down system that's the whole point of it you have to</subtitle>
<subtitle id='01:04:06'>have low threshold but you must not have any ceiling so the system is more has in</subtitle>
<subtitle id='01:04:12'>many many directions as much more capacity than the software you have on</subtitle>
<subtitle id='01:04:16'>your PC or Mac and it should because it was done it was the original software</subtitle>
<subtitle id='01:04:21'>for this stuff it was done with a much larger view than to provide stuff for</subtitle>
<subtitle id='01:04:26'>businessmen or people who want to imitate paper so I would say that it</subtitle>
<subtitle id='01:04:31'>it's a playground as large as what books are except its dynamic which is another</subtitle>
<subtitle id='01:04:36'>dimension to it and I don't believe that children are harmed by reading books just because they have characters on</subtitle>
<subtitle id='01:04:41'>paper every book is somewhat similar you must admit</subtitle>
<subtitle id='01:04:48'>other questions well it's it varies</subtitle>
<subtitle id='01:04:57'>because children certainly up through</subtitle>
<subtitle id='01:05:04'>the age of 11 or 12 often are as many as</subtitle>
<subtitle id='01:05:10'>two years apart developmentally for the same chronological age you have to be</subtitle>
<subtitle id='01:05:15'>really careful with this one of the schools that we work with groups kids in</subtitle>
<subtitle id='01:05:19'>their classrooms not by chronological age the way it's usually done in the US</subtitle>
<subtitle id='01:05:23'>but by maturity so they take the kids that are roughly at the same place in</subtitle>
<subtitle id='01:05:28'>development and have them in the classrooms and that makes it a lot</subtitle>
<subtitle id='01:05:32'>easier but if you're in a standard classroom you really don't want to put a</subtitle>
<subtitle id='01:05:38'>uniform thing on all the kids in the classroom because some of the kids just</subtitle>
<subtitle id='01:05:42'>aren't set up for it yet and I believe this is a big problem in a lot of</subtitle>
<subtitle id='01:05:47'>standard curriculum the other thing is is that the kinesthetic return on</subtitle>
<subtitle id='01:05:54'>learning for young kids is tremendously important and we've gone so far as to</subtitle>
<subtitle id='01:06:00'>make for instance mice that will let you</subtitle>
<subtitle id='01:06:04'>feel the world that you're in but</subtitle>
<subtitle id='01:06:08'>generally speaking young kids should be spending most of their time doing</subtitle>
<subtitle id='01:06:12'>physical hand-eye things because these are the precursors for an enormous</subtitle>
<subtitle id='01:06:17'>number of things it should should be spending a lot of time drawing with ordinary media because even with a very</subtitle>
<subtitle id='01:06:24'>expensive setup it's difficult for the kids to draw as well as they do notice</subtitle>
<subtitle id='01:06:29'>this thing we we don't emphasize the drawing very much and it's frustrating</subtitle>
<subtitle id='01:06:34'>for kids when they try and do a drawing masterpiece even in really great</subtitle>
<subtitle id='01:06:38'>painting systems and we actually invented the first painting system in</subtitle>
<subtitle id='01:06:42'>Sirach spark for kids to drawing so we've had a lot of experience at it so</subtitle>
<subtitle id='01:06:48'>but on the other hand some kids are ready to read when they're three some</subtitle>
<subtitle id='01:06:53'>kids are ready to read when they're five some kids are ready to read when they're seven and generally speaking when a kid</subtitle>
<subtitle id='01:06:57'>is ready to read they're ready for this stuff as well and then the thing is just to be gentle</subtitle>
<subtitle id='01:07:04'>so I have math books in the United States are the most disgusting things I</subtitle>
<subtitle id='01:07:10'>think if you're a mathematician because they are designed to sell to non math</subtitle>
<subtitle id='01:07:16'>people who are impressed by having zillions of things in many colors on</subtitle>
<subtitle id='01:07:21'>each page for hundreds of pages and also</subtitle>
<subtitle id='01:07:26'>for a variety of reasons the there's an attempt to reteach almost everything</subtitle>
<subtitle id='01:07:30'>every grade which is very very tough to</subtitle>
<subtitle id='01:07:34'>pull off whereas my belief in math especially when you're starting out what</subtitle>
<subtitle id='01:07:40'>you need to do is to understand a few important things about the power of it and the reach of it and I also happen to</subtitle>
<subtitle id='01:07:46'>believe it doesn't much matter what your first math experience is as long as you</subtitle>
<subtitle id='01:07:50'>have one suit when you bridge that it's</subtitle>
<subtitle id='01:07:54'>like what is your what does it matter what is your first book that you read</subtitle>
<subtitle id='01:07:58'>thing is that there's a before you read your first book you're one kind of</subtitle>
<subtitle id='01:08:03'>person and after you read your first book you're another kind of person and that's the most important change there</subtitle>
<subtitle id='01:08:08'>is and so that's why we need to have thousand like with Frank and I we need</subtitle>
<subtitle id='01:08:12'>to have many many entry points and like a good liberal arts education it doesn't</subtitle>
<subtitle id='01:08:16'>shouldn't matter exactly where you're starting because if you go deep enough</subtitle>
<subtitle id='01:08:21'>from wherever you're starting you'll start getting to the good stuff</subtitle>
<subtitle id='01:08:25'>human beings have not thought up that many great ideas over the last two</subtitle>
<subtitle id='01:08:29'>thousand years so that's which is good because you have</subtitle>
<subtitle id='01:08:34'>a chance to sample a lot of them that real trick is getting into them yes well</subtitle>
<subtitle id='01:08:44'>I mean wait the it's interesting at at</subtitle>
<subtitle id='01:08:50'>Disney of course is a is an entertainment company and I went there</subtitle>
<subtitle id='01:08:56'>because of Imagineering which is a the</subtitle>
<subtitle id='01:09:05'>group of wonderful interesting people who've designed all the theme parks I</subtitle>
<subtitle id='01:09:10'>was very I'm very interested in the</subtitle>
<subtitle id='01:09:14'>theatrics of place I think the internet</subtitle>
<subtitle id='01:09:18'>needs more of the theatrics of place but the way I explained this to to Michael</subtitle>
<subtitle id='01:09:23'>Eisner is that there's soft fun and hard</subtitle>
<subtitle id='01:09:29'>fun soft fun is watching somebody play</subtitle>
<subtitle id='01:09:33'>baseball on television hard fun is learning to hit a baseball</subtitle>
<subtitle id='01:09:39'>soft fund is listening to pop music on a record hard fund is learning to play</subtitle>
<subtitle id='01:09:45'>screaming rock guitar or classical music</subtitle>
<subtitle id='01:09:49'>and then there's the interesting thing about hard fun is that it's intense so</subtitle>
<subtitle id='01:09:54'>you can't do it 24 hours a day so there's a place for both hard fun and</subtitle>
<subtitle id='01:09:59'>soft fun and everybody's lives and my complaint about the late 20th century is</subtitle>
<subtitle id='01:10:03'>that the balance between safa and hard fun is way off way way off because</subtitle>
<subtitle id='01:10:09'>almost every technology that's come along has provided another way of</subtitle>
<subtitle id='01:10:14'>providing soft fun for people and I have no objection to every single one of</subtitle>
<subtitle id='01:10:19'>those but I have a Norma's objection to the amount of time that's spent doing</subtitle>
<subtitle id='01:10:24'>that so one of the easy ways of</subtitle>
<subtitle id='01:10:28'>predicting the different pathways where</subtitle>
<subtitle id='01:10:32'>things like movies theatrical experiences like movies go is just to</subtitle>
<subtitle id='01:10:37'>take the three or four dimensions that are important in all of these which have</subtitle>
<subtitle id='01:10:41'>to do with the kind of fantasies that people want to make the kind of work</subtitle>
<subtitle id='01:10:46'>they're willing to do in a theatrical experience to make it work for them</subtitle>
<subtitle id='01:10:50'>versus the amount of work that is done for them and the level of aspirations of the</subtitle>
<subtitle id='01:10:57'>artists that are making the things and I think everybody would agree that</subtitle>
<subtitle id='01:11:01'>regardless of what you do regardless of whether you allow other senses in the</subtitle>
<subtitle id='01:11:06'>thing of different kinds of interactions that the most important thing about art</subtitle>
<subtitle id='01:11:13'>is that it shouldn't be too explicit because the more explicit it is the more</subtitle>
<subtitle id='01:11:18'>it robs the person of real participation so movies have a real problem today</subtitle>
<subtitle id='01:11:24'>because they try and show you explicit scenes about everything and so it's</subtitle>
<subtitle id='01:11:31'>always a shock to read a book and realize how involving it is even though</subtitle>
<subtitle id='01:11:35'>there's just these boring little black smudges on the page right and so so as</subtitle>
<subtitle id='01:11:44'>Leonard Bernstein said about classical music he wrote a book called the unanswered question and he just pointed</subtitle>
<subtitle id='01:11:49'>out that a popular song tries to answer a question it's like a proverb and</subtitle>
<subtitle id='01:11:55'>classical music tries to leave the question open so the themes go and go</subtitle>
<subtitle id='01:12:03'>and go and then they pull back or something else comes in and something else comes in because classical music is</subtitle>
<subtitle id='01:12:08'>more a lot more like the complexities of life there's more dimensions and</subtitle>
<subtitle id='01:12:13'>textures to it and it's a somewhat of an acquired taste as opposed to say going</subtitle>
<subtitle id='01:12:18'>to church and having the minister tell you everything is going to be alright because God is protecting us right so</subtitle>
<subtitle id='01:12:25'>that's that's another form of theater</subtitle>
<subtitle id='01:12:29'>that is very comforting to people but to</subtitle>
<subtitle id='01:12:33'>me it doesn't have the actual involvement in grappling with real problems that real life does yeah</subtitle>
<subtitle id='01:12:42'>[Music] yeah yes we have we've done it</subtitle>
<subtitle id='01:12:49'>periodically the the hardest thing and doing this</subtitle>
<subtitle id='01:12:54'>experiment these experiments I said we've done Oh four or five waves of</subtitle>
<subtitle id='01:13:01'>major you have to do them longitudinally to get anything out of it so you have to</subtitle>
<subtitle id='01:13:07'>be able to do them over a couple of years at least we have done several</subtitle>
<subtitle id='01:13:12'>three-year experiment experiments we've done some seven-year experiments you</subtitle>
<subtitle id='01:13:18'>have to see a lot of kids the kids have to come from some sort of background</subtitle>
<subtitle id='01:13:25'>that doesn't have artifacts in it and so</subtitle>
<subtitle id='01:13:32'>we we wrote a little bit about I wrote a little bit better in the Scientific American article September 1991 but the</subtitle>
<subtitle id='01:13:39'>the nice thing is that that we've always gone for sponsors like prints we've</subtitle>
<subtitle id='01:13:45'>never been sponsored by NSF because NSF likes you to tell them what you're going</subtitle>
<subtitle id='01:13:50'>to do in the proposal and they also like</subtitle>
<subtitle id='01:13:56'>results and the thing is if you're doing honest experiments in this area you just</subtitle>
<subtitle id='01:14:01'>generally don't get good results either positive or negative you're lucky if you</subtitle>
<subtitle id='01:14:06'>get an idea and so the people who have been and we're not the only group that</subtitle>
<subtitle id='01:14:11'>has taken this particular route of just</subtitle>
<subtitle id='01:14:15'>saying hey we don't care we're not doing this for the sponsors we'll get the sponsors to sponsor us for</subtitle>
<subtitle id='01:14:20'>other reasons like inventing new computer media and but this is our</subtitle>
<subtitle id='01:14:26'>application here is to try and find out more about the way kids learn and what</subtitle>
<subtitle id='01:14:30'>is actually going on and so once you put that filter on it the amount of</subtitle>
<subtitle id='01:14:35'>knowledge you get out of incredible amounts of work because you can imagine putting an experimental software into a</subtitle>
<subtitle id='01:14:40'>classroom of 60 kids what do you have to</subtitle>
<subtitle id='01:14:44'>do to help the teacher how good does the software have to be if 60 kids are</subtitle>
<subtitle id='01:14:48'>actually poking at it when you're not looking it's like milspec</subtitle>
<subtitle id='01:14:53'>and yet this is software that you're going to tear up and throw away in a</subtitle>
<subtitle id='01:14:57'>couple of weeks because you've learned that something doesn't work so it takes</subtitle>
<subtitle id='01:15:01'>a very special group of people who are willing to just write code and write</subtitle>
<subtitle id='01:15:05'>code and write code and throw it away and throw it away and throw it away and</subtitle>
<subtitle id='01:15:10'>but gradually over the years we've learned more and more this experiment</subtitle>
<subtitle id='01:15:16'>that we just did this year in a school and you know Los Angeles was the best</subtitle>
<subtitle id='01:15:22'>experiment we've done and not in small part because I didn't go to the</subtitle>
<subtitle id='01:15:26'>classroom it was actually done with a</subtitle>
<subtitle id='01:15:30'>system that we didn't think was ready for the kids yet but the teacher wanted to do it we tried to talk her out of it</subtitle>
<subtitle id='01:15:36'>so I sort of said well we and we can't do this we can't do that and then my</subtitle>
<subtitle id='01:15:41'>cognitive scientist Kim Rose I decided</subtitle>
<subtitle id='01:15:45'>she would support the teacher and they found a rhythm that wasn't there when I</subtitle>
<subtitle id='01:15:50'>was in the classroom I realized sort of I know this intellectually but I have a</subtitle>
<subtitle id='01:15:54'>problem with wanting to get to it and</subtitle>
<subtitle id='01:15:58'>what happened was they found a slower rhythm than the one that I usually do</subtitle>
<subtitle id='01:16:03'>and it just fit everybody it fit the kids that fit the teacher the teacher</subtitle>
<subtitle id='01:16:08'>was not anxious about doing stuff she was able to be one of the participants</subtitle>
<subtitle id='01:16:14'>in this thing and I met with them for</subtitle>
<subtitle id='01:16:18'>about three hours about every three weeks or so just to hear about it and</subtitle>
<subtitle id='01:16:23'>stuff like that and the next time I do this I'm not I'm gonna do the same thing</subtitle>
<subtitle id='01:16:27'>because this thing we got some great results and we're going to put all of</subtitle>
<subtitle id='01:16:31'>these results out including all of the kids actual projects that they did and</subtitle>
<subtitle id='01:16:35'>you'll be able to look at them this summer and just keep on checking in at</subtitle>
<subtitle id='01:16:39'>squeak org some sometime around in August we're just going to put two out</subtitle>
<subtitle id='01:16:43'>this stuff and you those projects will not come to you it just as pictures</subtitle>
<subtitle id='01:16:47'>they'll come to you as the actual projects that the kids did you can</subtitle>
<subtitle id='01:16:51'>interact with them you can explore what the kids did we got testimonials from</subtitle>
<subtitle id='01:16:56'>the kids and all this stuff and that's the kind of results you actually get we</subtitle>
<subtitle id='01:17:03'>have tried transfer experiments</subtitle>
<subtitle id='01:17:07'>so well transfer experiment might and this is yeah that's a good question what</subtitle>
<subtitle id='01:17:11'>does it mean so might mean well let's</subtitle>
<subtitle id='01:17:15'>give to a year of this stuff for kids and see if they can learn molecular</subtitle>
<subtitle id='01:17:19'>biology and middle school more easily let's pick something it has a similar</subtitle>
<subtitle id='01:17:23'>structure like one of the things we did</subtitle>
<subtitle id='01:17:28'>to lead into this for many years was to give the the third graders a year long</subtitle>
<subtitle id='01:17:33'>thing in city buildings so they're learning about building complex</subtitle>
<subtitle id='01:17:37'>structures in the physical world scaling them they would blow them up and wear</subtitle>
<subtitle id='01:17:42'>them as costumes and a whole bunch of things and I think that does work that</subtitle>
<subtitle id='01:17:46'>you can point to some transfer but if you think about what's the what kind of</subtitle>
<subtitle id='01:17:52'>transfer you're getting you have this very interesting thing that Bruner pointed out Jerry Berner pointed out 40</subtitle>
<subtitle id='01:17:59'>years ago the most interesting thing about transfer is that most kids can't</subtitle>
<subtitle id='01:18:03'>see the analogies and don't see the analogies until you say there is an</subtitle>
<subtitle id='01:18:07'>analogy and then it's amazing they just</subtitle>
<subtitle id='01:18:11'>don't see it it's right in front of their face soon as you say there's an</subtitle>
<subtitle id='01:18:15'>analogy between this and what you did yesterday then they will draw the things</subtitle>
<subtitle id='01:18:21'>they don't have any heuristics like they don't have a heuristic that says look</subtitle>
<subtitle id='01:18:25'>for analogies and stuff that I've learned before just like those Harvard kids the Harvard kids didn't even have a</subtitle>
<subtitle id='01:18:30'>heuristic that said gee let's see what do I know about the seasons absolutely</subtitle>
<subtitle id='01:18:35'>not they just started bullshitting that's exactly what they were doing because</subtitle>
<subtitle id='01:18:40'>that's what they were taught to do they never got any points anywhere for ever being able to come up with an analogy on</subtitle>
<subtitle id='01:18:46'>the spot with some prior knowledge that they had so when you're trying to do a</subtitle>
<subtitle id='01:18:51'>transfer experiment you immediately are to get transfer you have to build it</subtitle>
<subtitle id='01:18:56'>into the pedagogy to have the teachers ask the kids constantly for how is this</subtitle>
<subtitle id='01:19:02'>like that and how is this like that see here's looks let's end with this here's</subtitle>
<subtitle id='01:19:06'>a here's a really good way to think about this stuff most people can't</subtitle>
<subtitle id='01:19:10'>remember what it was like to learn as a child it's very hard to remember what it</subtitle>
<subtitle id='01:19:15'>was like but most everybody can learn what it was like to learn to draw a car if you recall this experience here</subtitle>
<subtitle id='01:19:21'>you are like this your mom is giving you advice which you</subtitle>
<subtitle id='01:19:27'>cannot hear there's this narrow tunnel down the road you can't remember what</subtitle>
<subtitle id='01:19:32'>gear you're in things are appearing in front of you you're over steering six</subtitle>
<subtitle id='01:19:37'>weeks later you're chugging down the road paying attention to things your</subtitle>
<subtitle id='01:19:41'>mom's talking to you're having a normal conversation maybe it's six months but</subtitle>
<subtitle id='01:19:47'>it doesn't take that long and here's what's happening cognitively is that</subtitle>
<subtitle id='01:19:51'>your brain your mentality is building little experts little simple experts to</subtitle>
<subtitle id='01:19:57'>take care of all of these tasks when you didn't know how to do it you were trying to do it with your sort of Center the</subtitle>
<subtitle id='01:20:02'>meanest the the conscious center that is</subtitle>
<subtitle id='01:20:06'>very inefficient at almost everything except talking and this is why it's hard</subtitle>
<subtitle id='01:20:13'>to learn to play tennis right off or hard to learn how to ride a car and</subtitle>
<subtitle id='01:20:17'>because the part of you that is this the meanest is basically one that knows how</subtitle>
<subtitle id='01:20:22'>to converse with other people but you can have a tennis pro tell you how to</subtitle>
<subtitle id='01:20:26'>hit a tennis ball until he's blue in the face and your body can't learn it from</subtitle>
<subtitle id='01:20:32'>the language statements some other thing has to happen and a lot of learning</subtitle>
<subtitle id='01:20:37'>especially this kind of learning requires the kids to build these little</subtitle>
<subtitle id='01:20:41'>modules that are essentially the heuristics that the scaffolders the</subtitle>
<subtitle id='01:20:45'>teachers and maybe sometimes even other kids can supply from the outside right</subtitle>
<subtitle id='01:20:51'>and I think anybody who's been to graduate school knows that a lot of graduate school is about internalizing</subtitle>
<subtitle id='01:20:57'>some of the heuristics from your gods the professors that you would like to be</subtitle>
<subtitle id='01:21:02'>more alike you're trying to find how do these people do this well this is what</subtitle>
<subtitle id='01:21:06'>it was like and when I was going to graduate school how do they do it and gradually you find here's a</subtitle>
<subtitle id='01:21:11'>professor that has a style it's kind of compatible with yours you start oh yeah</subtitle>
<subtitle id='01:21:16'>this works you get better at that and you wind up with a with a bunch of</subtitle>
<subtitle id='01:21:21'>little things that are constantly whispering to you like one of the great</subtitle>
<subtitle id='01:21:25'>heuristics is don't commit totally to</subtitle>
<subtitle id='01:21:29'>your first idea almost every kid does they're so happy</subtitle>
<subtitle id='01:21:34'>to have an idea they start following it and they can't ever remember that they</subtitle>
<subtitle id='01:21:39'>should really come up with a few ideas just in case so any adult that's helping</subtitle>
<subtitle id='01:21:45'>the kid can coach the kid to just do the thing okay let's you got here's an idea</subtitle>
<subtitle id='01:21:50'>let's get another one let's try a few things we'll just write them down and now the kid has a visual field of a</subtitle>
<subtitle id='01:21:56'>bunch of things I've done stuff with kids where I get the 5th grade class</subtitle>
<subtitle id='01:22:00'>this is what's interesting the 5th grade class you can get the kids to tell you</subtitle>
<subtitle id='01:22:04'>20 great heuristics for solving problems they know them they just can't use them</subtitle>
<subtitle id='01:22:09'>when they're solving the problems because they aren't part that's they</subtitle>
<subtitle id='01:22:13'>can't do it while they're in the midst of this stuff so a lot of what making</subtitle>
<subtitle id='01:22:18'>these things work is to have the heuristics in plain view somehow either</subtitle>
<subtitle id='01:22:22'>literally visually or through some scaffold ER who's just helping the kid</subtitle>
<subtitle id='01:22:29'>manage their attention to manage their</subtitle>
<subtitle id='01:22:33'>focus and stuff like that and after a while look just like driving the car the</subtitle>
<subtitle id='01:22:37'>kids start internalizing things that you can see it right in front of your eyes all of a sudden they get fluent like in</subtitle>
<subtitle id='01:22:44'>this in any computer system you've got usually three or four weeks of pain just</subtitle>
<subtitle id='01:22:50'>because you don't know what the conventions are there's too many things in the menus you don't know which ones</subtitle>
<subtitle id='01:22:54'>to go after and it's blowing your short-term memory out of the water just</subtitle>
<subtitle id='01:22:58'>to just to deal with the mechanics of it for weeks later the kids are just</subtitle>
<subtitle id='01:23:02'>blithely avoiding all of the minefields in the in the experimental software and</subtitle>
<subtitle id='01:23:08'>going to the places that work and doing this stuff that's great fun to do I mean</subtitle>
<subtitle id='01:23:13'>it's wonderful to do it and like I say if you can find the pace that both the</subtitle>
<subtitle id='01:23:19'>teachers and the kids are resonating with which is usually a slower pace than</subtitle>
<subtitle id='01:23:24'>any of us would want to do then amazing</subtitle>
<subtitle id='01:23:28'>things happen over even one semester the kids are in there's no way that you can</subtitle>
<subtitle id='01:23:33'>say that the kids aren't doing something like real mathematics because they just</subtitle>
<subtitle id='01:23:38'>flat are it's just not classical math</subtitle>
<subtitle id='01:23:43'>so unfortunately we're going to have to catch the buses the drivers are</subtitle>
<subtitle id='01:23:47'>threatening to leave okay</subtitle>
<subtitle id='5041'>you </subtitle>