View source for Doing with Images Makes Symbols (1987)

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<subtitle id='00:00:00'></subtitle>
<subtitle id='00:00:40'>welcome to the distinguished lecture series I'm Karin Matthews of university</subtitle>
<subtitle id='00:00:45'>video communications our program is designed to enrich graduate and upper-division curricula with academic</subtitle>
<subtitle id='00:00:50'>presentations by top computer scientists from industry its speakers and topics</subtitle>
<subtitle id='00:00:55'>were nominated by computer science faculty of more than 50 universities</subtitle>
<subtitle id='00:00:59'>this presentation is sponsored by the higher education Marketing Group at</subtitle>
<subtitle id='00:01:03'>Apple Computer dr. Alan Kay a pioneer in computer human interaction received his</subtitle>
<subtitle id='00:01:08'>PhD in computer science from the University of Utah in 1969 he joined the</subtitle>
<subtitle id='00:01:13'>artificial intelligence project at Stanford and in 1970 became a founding</subtitle>
<subtitle id='00:01:17'>principal of the Xerox Palo Alto Research Center where he remained for 10</subtitle>
<subtitle id='00:01:21'>years after Xerox he was chief scientist of Atari since 1984 Alan has been an</subtitle>
<subtitle id='00:01:28'>Apple fellow with the charity to explore new ideas for Apple's future his talk</subtitle>
<subtitle id='00:01:33'>today is doing with images make symbols communicating with computers it's our</subtitle>
<subtitle id='00:01:38'>pleasure to introduce dr. Alan Kay Allen</subtitle>
<subtitle id='00:01:43'>thank you this is a talk about the only computer most of us ever see the one</subtitle>
<subtitle id='00:01:49'>that's acted out on the stage of the screen called the user interface design</subtitle>
<subtitle id='00:01:54'>user interface in many ways is a second</subtitle>
<subtitle id='00:01:58'>stage of development after the operating system because the operating system as</subtitle>
<subtitle id='00:02:02'>we all know was a layering of software that tried to turn a sometimes poor</subtitle>
<subtitle id='00:02:08'>designed machine into one that was more</subtitle>
<subtitle id='00:02:12'>fruitful for the software environment the user interface tries to do the same</subtitle>
<subtitle id='00:02:17'>thing it tries to design a special kind of machine that's very understandable</subtitle>
<subtitle id='00:02:21'>very efficient for the person who uses it without removing any of the things</subtitle>
<subtitle id='00:02:27'>that the machine can actually do this talk is too short to include all of the</subtitle>
<subtitle id='00:02:32'>people that can contribute it to user interface over the years I'm just going</subtitle>
<subtitle id='00:02:36'>to pick out a few that particularly struck me along the way and illustrated</subtitle>
<subtitle id='00:02:40'>by means of examples so in order to get started let's go back 25 years to the</subtitle>
<subtitle id='00:02:45'>what must seem like the pleistocene age for most people in universities today to</subtitle>
<subtitle id='00:02:50'>the dawn of some very important idea and first was the very first personal</subtitle>
<subtitle id='00:02:55'>computer which you see on the slide here this is a machine called the link it was</subtitle>
<subtitle id='00:03:01'>designed at Lincoln labs in 1962 by Wes Clark and it's my vote for the first</subtitle>
<subtitle id='00:03:06'>personal computer ever done you see it has a display and a keyboard and has</subtitle>
<subtitle id='00:03:12'>some funny little things that look like deck tapes but were actually originally designed for this machine and one of the</subtitle>
<subtitle id='00:03:18'>design criteria for this machine was it was supposed to be small enough on the</subtitle>
<subtitle id='00:03:22'>desk so that a person could see over it so one of the ideas that this machine</subtitle>
<subtitle id='00:03:27'>should not be intimidating and about 2,000 of these were built in the 60s</subtitle>
<subtitle id='00:03:32'>mostly for biomedical technicians who didn't have a mainframe to at their</subtitle>
<subtitle id='00:03:39'>disposal and didn't want to hire programmers to use it they wanted something that they could build set up</subtitle>
<subtitle id='00:03:45'>experiments themselves do their own programming and remarkably at a very</subtitle>
<subtitle id='00:03:49'>large number of the original 2,000 are still in use today 25 years later the</subtitle>
<subtitle id='00:03:54'>reason is is that among other things nervous systems of animals haven't sped</subtitle>
<subtitle id='00:03:58'>up in those years and so a computer that worked very well back then for doing</subtitle>
<subtitle id='00:04:02'>neurological experiments works very well today something else was happening at</subtitle>
<subtitle id='00:04:07'>Lincoln labs in 1962 and that was the invention of computer graphics Ivan</subtitle>
<subtitle id='00:04:13'>Sutherlands sketchpad probably the most significant single thesis ever done</subtitle>
<subtitle id='00:04:19'>remarkable program in many ways even today as we'll see by looking at this</subtitle>
<subtitle id='00:04:23'>tape this tape is from the very first</subtitle>
<subtitle id='00:04:31'>movie</subtitle>
<subtitle id='00:04:39'>from the very first movie of sketchpad</subtitle>
<subtitle id='00:04:43'>taken in the summer of 1962 so this is 25 years old rubber bands you're</subtitle>
<subtitle id='00:04:50'>familiar with but look at what he's doing he's pointing at the edges and saying I want them to be all mutually</subtitle>
<subtitle id='00:04:54'>perpendicular and sketchpad just figured out how to do that</subtitle>
<subtitle id='00:04:58'>sketch pad is the first system to ever have a window he's actually drawing on a</subtitle>
<subtitle id='00:05:04'>virtual sheet of paper about 1/3 of a mile on a side and again to get</subtitle>
<subtitle id='00:05:09'>something he wants he simply sketches it in roughly and then gives rules like be parallel and perpendicular and sketchpad</subtitle>
<subtitle id='00:05:16'>figures out and solves the problems here the rule is collinearity so that the</subtitle>
<subtitle id='00:05:22'>dashes lie directly over the guidelines below the sketch pad was able to solve</subtitle>
<subtitle id='00:05:27'>very complicated problems in real time</subtitle>
<subtitle id='00:05:31'>involving both linear and nonlinear systems of constraints so it was the</subtitle>
<subtitle id='00:05:38'>first non procedural programming system and considerably more powerful in the</subtitle>
<subtitle id='00:05:42'>spreadsheets of today so he's made a hole in the flange continuously zooms</subtitle>
<subtitle id='00:05:49'>back now he wants to make a rivet and</subtitle>
<subtitle id='00:05:53'>again we see why it's called sketch pad he just draws a rough shape uses the</subtitle>
<subtitle id='00:06:03'>center of the cross bar there as the</subtitle>
<subtitle id='00:06:07'>center of the arc and then points to the</subtitle>
<subtitle id='00:06:11'>edges and says I want these to be mutually perpendicular again solving</subtitle>
<subtitle id='00:06:16'>that forces the cross bar to change which forces the arc to change which</subtitle>
<subtitle id='00:06:20'>gives you a perfectly symmetrical rivet</subtitle>
<subtitle id='00:06:25'>Annie shows that how no matter how you distort it when he turns the</subtitle>
<subtitle id='00:06:30'>problem-solver on it will come up with a symmetrical solution and he could have</subtitle>
<subtitle id='00:06:34'>made it more complicated he could have constrained the side lengths to be ratios of each other or tied to some</subtitle>
<subtitle id='00:06:40'>other drawing in the in the environment</subtitle>
<subtitle id='00:06:48'>now another important idea seen here for practically the first time is that of</subtitle>
<subtitle id='00:06:54'>master drawings and instances he was working on a master drawing and what he</subtitle>
<subtitle id='00:07:00'>has here now is an instance of that the</subtitle>
<subtitle id='00:07:05'>instance can be rotated and scaled and positioned so he's going to insert the</subtitle>
<subtitle id='00:07:10'>rivet in the hole by the way the sketchpad was the first system in which</subtitle>
<subtitle id='00:07:15'>it was definitely discovered that the light pen is a very bad input device the</subtitle>
<subtitle id='00:07:21'>blood runs out of your hand in about 20 seconds and leaves it numb and in spite</subtitle>
<subtitle id='00:07:25'>of that it's been reinvented at least 90 times in the last 25 years</subtitle>
<subtitle id='00:07:29'>here's another instance of the rivet another one display is jumping around</subtitle>
<subtitle id='00:07:34'>like that because this they didn't even really have computer displays back then</subtitle>
<subtitle id='00:07:38'>the tx2 is putting up every dot by brute</subtitle>
<subtitle id='00:07:42'>force he didn't like the crosspieces so he goes to the master drawing makes them</subtitle>
<subtitle id='00:07:46'>transparent lo and behold we see dynamically that the rivets the instance</subtitle>
<subtitle id='00:07:51'>rivets have felt that change so sketchpad is also the first</subtitle>
<subtitle id='00:07:56'>object-oriented software system I once asked Ivan Sutherland how could you</subtitle>
<subtitle id='00:08:01'>possibly have done the first interactive</subtitle>
<subtitle id='00:08:05'>graphics program the first non procedural programming language the</subtitle>
<subtitle id='00:08:11'>first object-oriented software system all in one year he said well I didn't</subtitle>
<subtitle id='00:08:16'>know it was hard it's nothing like this before and here he's showing that every</subtitle>
<subtitle id='00:08:21'>instance that you make of something</subtitle>
<subtitle id='00:08:25'>every master can create instances so he's making a bunch of copies of the</subtitle>
<subtitle id='00:08:29'>whole in the in the flange I'd like to</subtitle>
<subtitle id='00:08:34'>tell you where you could go to buy a system as good as sketchpad but I don't</subtitle>
<subtitle id='00:08:38'>know where because there isn't anything like it even on the market today 25</subtitle>
<subtitle id='00:08:42'>years later it was a one-of-a-kind thing it ran on a machine much larger than the</subtitle>
<subtitle id='00:08:48'>studio that I'm recording the talk on that was the last computer large enough</subtitle>
<subtitle id='00:08:52'>to have its own roof the United States that mammoth machine had all of 460 K</subtitle>
<subtitle id='00:08:58'>bytes and executed about one hundred thousand instructions per second which meant that this machine the</subtitle>
<subtitle id='00:09:04'>supercomputer of 25 years ago was about the size of a 512 K Macintosh so what</subtitle>
<subtitle id='00:09:10'>you saw there on the screen could be done on any of the desktop computers</subtitle>
<subtitle id='00:09:14'>today but nobody is doing it something we should think about just why now</subtitle>
<subtitle id='00:09:21'>moving ahead just a couple of years we see another pioneer Douglas Engelbart</subtitle>
<subtitle id='00:09:25'>the fellow who invented the mouse the black-on-white display and the first</subtitle>
<subtitle id='00:09:31'>person to successfully implement hypertext something that everybody is</subtitle>
<subtitle id='00:09:36'>talking about today and he did something else that was almost obscene even by</subtitle>
<subtitle id='00:09:42'>today's standards he actually went and studied his users so he would poke</subtitle>
<subtitle id='00:09:47'>around in people's offices and see the way people actually worked in offices</subtitle>
<subtitle id='00:09:51'>and he discovered something funny that even after 16 years of schooling that</subtitle>
<subtitle id='00:09:56'>people wouldn't sit hunched over their desks the way they've been taught think of it a tremendous failure in American</subtitle>
<subtitle id='00:10:02'>education 16 years of being taught to sit hunched over a desk and people would</subtitle>
<subtitle id='00:10:07'>still scoot around in their office chairs and put their feet up on their desk and and so forth an ankle Bart said</subtitle>
<subtitle id='00:10:12'>well why the heck should we make people hunched over their desks to use their personal computers why not build</subtitle>
<subtitle id='00:10:17'>something into the in this case it's a lap board that's built into the arm of</subtitle>
<subtitle id='00:10:21'>the chair that so as the person moves around the room and does all the things</subtitle>
<subtitle id='00:10:26'>they're used to doing with their chair he is able to also use his computer</subtitle>
<subtitle id='00:10:30'>navigation equipment here's an example of angle Bart's system as of about 20</subtitle>
<subtitle id='00:10:37'>years ago in a live demonstration from San Francisco he is sitting in San</subtitle>
<subtitle id='00:10:43'>Francisco in an auditorium with about 3,000 people and his group and the</subtitle>
<subtitle id='00:10:48'>machines and the rest of the paraphernalia are in Menlo Park about 35</subtitle>
<subtitle id='00:10:52'>miles away program that I'm going to</subtitle>
<subtitle id='00:10:56'>describe to you is quickly characterisible by saying</subtitle>
<subtitle id='00:11:01'>if in your office you as an intellectual worker were supplied with a computer</subtitle>
<subtitle id='00:11:06'>display backed up by a computer that was alive for you all day</subtitle>
<subtitle id='00:11:11'>and was instantly responsible responsive</subtitle>
<subtitle id='00:11:16'>infini responsive to every action you had how much value could you drive from</subtitle>
<subtitle id='00:11:20'>that well this basically characterizes what we've been pursuing for many years</subtitle>
<subtitle id='00:11:25'>in what we call the Augmented human intellect Research Center at Stanford Research Institute so look what else we</subtitle>
<subtitle id='00:11:31'>can do in here I've got this file that's structured if I want to see what's in</subtitle>
<subtitle id='00:11:35'>there I can walk down [Music]</subtitle>
<subtitle id='00:11:40'>the hierarchy levels in C or return but</subtitle>
<subtitle id='00:11:46'>there's another thing I can do there's a route I said I got here</subtitle>
<subtitle id='00:11:50'>[Music]</subtitle>
<subtitle id='00:12:05'>that's a</subtitle>
<subtitle id='00:12:19'>[Music]</subtitle>
<subtitle id='00:12:28'>I've already seen</subtitle>
<subtitle id='00:12:33'>too much and so we have this teacher structure on</subtitle>
<subtitle id='00:12:39'>material they articulate in the move around when we get a hierarchy</subtitle>
<subtitle id='00:12:45'>[Music] such as I can show you here</subtitle>
<subtitle id='00:12:53'>I can do things that might work we'll just say I'd like to interchange the</subtitle>
<subtitle id='00:12:57'>argument and materials and go and</subtitle>
<subtitle id='00:13:01'>they're all numbered right I care too low interchanging them very quickly</subtitle>
<subtitle id='00:13:05'>cancer gonna get interchange the part of us</subtitle>
<subtitle id='00:13:09'>that do it and all gets renumber so i've</subtitle>
<subtitle id='00:13:13'>ways of studying over making different views moving around going to specified</subtitle>
<subtitle id='00:13:18'>points and modifying the structure at</subtitle>
<subtitle id='00:13:22'>the same time I seem that I have a repertoire of different entities my</subtitle>
<subtitle id='00:13:26'>character replace a character make that</subtitle>
<subtitle id='00:13:31'>P so I have entities of all sorts that I</subtitle>
<subtitle id='00:13:36'>can say I want to do operations on and the space a structure I can move over and study and get about very quickly so</subtitle>
<subtitle id='00:13:42'>that is the essence No</subtitle>
<subtitle id='00:13:48'>that's the essence of the tool you have a lot of details and that's why good</subtitle>
<subtitle id='00:13:56'>feedback here our characters have show me the different viewing by them there's</subtitle>
<subtitle id='00:14:01'>a few specs they get bars at times it looks I can put single strokes to change</subtitle>
<subtitle id='00:14:11'>those new parameters and each of those</subtitle>
<subtitle id='00:14:17'>means something to me and they're being larger particular times tells me I can</subtitle>
<subtitle id='00:14:21'>give a very quick abbreviation for changing the view so I can say I'd like</subtitle>
<subtitle id='00:14:26'>to go to produce but I'd like to go to</subtitle>
<subtitle id='00:14:31'>produce they get big I'd like to say one branch only and let me look just that</subtitle>
<subtitle id='00:14:36'>low when I see it oh I can say I'd like</subtitle>
<subtitle id='00:14:40'>to see one line only I can see so these</subtitle>
<subtitle id='00:14:45'>ways I move around the way I get feedback up here the way I use both</subtitle>
<subtitle id='00:14:49'>hands to coordinate and tell the computer what come in and watch short</subtitle>
<subtitle id='00:14:53'>literals I want carefully designed to go</subtitle>
<subtitle id='00:14:57'>together to make the repertoire I like the link to go and I don't know</subtitle>
<subtitle id='00:15:04'>what his terminal is right now so I have to ask for somebody connect me to him</subtitle>
<subtitle id='00:15:08'>audibly audio Lee so girl will you come</subtitle>
<subtitle id='00:15:12'>in through this intercom I I need to</subtitle>
<subtitle id='00:15:16'>know what terminal you're on though 13 okay I like a few texts and so this is</subtitle>
<subtitle id='00:15:23'>the thing if I label 13 will switch switch over just like he sees my well</subtitle>
<subtitle id='00:15:29'>exited and sure enough does what's that running on well he's looking at text he</subtitle>
<subtitle id='00:15:34'>flag has something to say about it so we put on marker sparkly control so he's</subtitle>
<subtitle id='00:15:39'>sitting in a no-parking at this text and he write to it but we've carefully</subtitle>
<subtitle id='00:15:43'>reserved from either right to crawl on operate on us so my blog is more power</subtitle>
<subtitle id='00:15:47'>than yours but we can have argument yeah</subtitle>
<subtitle id='00:15:54'>so so in case you've been listening</subtitle>
<subtitle id='00:15:58'>we're going through lots of samples and setup and collaboration here so we can</subtitle>
<subtitle id='00:16:04'>go on international fuel and we set up now audio company and we're both looking</subtitle>
<subtitle id='00:16:08'>at the same delay and that we've handy to work we talk to each other and maybe later I hand you the talk on</subtitle>
<subtitle id='00:16:13'>this before like saying you control the latest mode and added a feature</subtitle>
<subtitle id='00:16:17'>hardware-wise available to kind of decide we have item to see you working</subtitle>
<subtitle id='00:16:21'>on it so before I can do that I have to set up my play in a certain way</subtitle>
<subtitle id='00:16:28'>set it up so I see it over like that leaves a corner up there I say now cuter</subtitle>
<subtitle id='00:16:34'>good the mag switching to bring in a camera picture the camera mounted on his</subtitle>
<subtitle id='00:16:38'>caudal such a camera mounted on - hi bill that's great now we're connected</subtitle>
<subtitle id='00:16:43'>audio you can see my work you can point out it and I can see your face and we</subtitle>
<subtitle id='00:16:47'>can talk so let's do some collaborating</subtitle>
<subtitle id='00:16:54'>so Engelbart had a complete vision of what this was going to be like years</subtitle>
<subtitle id='00:16:59'>before all of the rest of us the vision included not just some of the ideas</subtitle>
<subtitle id='00:17:04'>about how people were going to react and interact with the machine but also that</subtitle>
<subtitle id='00:17:09'>since people aren't natural born Hermits in fact we're all really communications</subtitle>
<subtitle id='00:17:13'>junkies Engelbart realized that any kind of a Doozer interface design must</subtitle>
<subtitle id='00:17:18'>include person-to-person collaboration through the medium of the machine and so</subtitle>
<subtitle id='00:17:24'>as the very first set of ideas that they had it wasn't just how you organized</subtitle>
<subtitle id='00:17:29'>your information and forms of n-dimensional hypertext but how you could share it how you could do</subtitle>
<subtitle id='00:17:34'>something much more than electronic mail but be able to do direct contact sharing</subtitle>
<subtitle id='00:17:41'>the information be able to point being able to talk to each other and being able to see each other we might compare</subtitle>
<subtitle id='00:17:45'>that with a very fragmentary vision of the current day micro industry which is</subtitle>
<subtitle id='00:17:50'>just struggling over decades to try and reach the vision that Engelbart had</subtitle>
<subtitle id='00:17:55'>almost in a complete form as early as 1962 another thing that's interesting if</subtitle>
<subtitle id='00:18:01'>we look at the the set up here of the mouse in one hand regular keyboard in</subtitle>
<subtitle id='00:18:07'>the center and a five finger keyboard on the left hand we see something that was</subtitle>
<subtitle id='00:18:12'>a very good idea and we may have noticed</subtitle>
<subtitle id='00:18:16'>something that was also a bad idea the very good idea angle Bart realized that</subtitle>
<subtitle id='00:18:21'>you really didn't want to spend most of your time going back and forth between</subtitle>
<subtitle id='00:18:25'>the regular keyboard and the mouse because you have to find the mouse you</subtitle>
<subtitle id='00:18:30'>have to find the keyboard and so forth stay at Engelbart wanted to set it up so</subtitle>
<subtitle id='00:18:34'>that you would spend a relatively long period of time in either of those two</subtitle>
<subtitle id='00:18:38'>ways of doing things either you'd be typing a paragraph of text or you</subtitle>
<subtitle id='00:18:42'>be doing lots of navigation and fixing single character errors and stuff and so</subtitle>
<subtitle id='00:18:48'>the Fivefinger keyboard working with the three button mouse is a way of doing all</subtitle>
<subtitle id='00:18:53'>the things that you could do with the keyboard so you could stay for a very long time and never touch the regular</subtitle>
<subtitle id='00:18:57'>keyboard and then the thing that they missed and they partially missed it</subtitle>
<subtitle id='00:19:01'>because of the inaccuracy of the analog mouse was the the what we call modeless</subtitle>
<subtitle id='00:19:08'>interaction where you indicate the object first and then give the command</subtitle>
<subtitle id='00:19:12'>because the mouse was inaccurate what they would do in the command instead of</subtitle>
<subtitle id='00:19:17'>just hitting something like a word or a character or a paragraph and then saying</subtitle>
<subtitle id='00:19:22'>something like move or going to some drag icon they would have to go and say</subtitle>
<subtitle id='00:19:28'>move word then wait for a mouse click to</subtitle>
<subtitle id='00:19:32'>indicate which word and by what you said to move like move word move character</subtitle>
<subtitle id='00:19:36'>move paragraph the program would know how fine to try and interpret the mouse</subtitle>
<subtitle id='00:19:41'>coordinates of got then after it had picked the object you then had to do a</subtitle>
<subtitle id='00:19:46'>command except so in order to move something you had to do four separate</subtitle>
<subtitle id='00:19:51'>actions which is quite inefficient even though we'd already set up a more</subtitle>
<subtitle id='00:19:55'>inefficient scheme than we use today for actually using the tools kind of an</subtitle>
<subtitle id='00:19:59'>interesting paradox that's sort of the way it way it goes now a few years later</subtitle>
<subtitle id='00:20:06'>1967 time period this is the first</subtitle>
<subtitle id='00:20:10'>personal computer that I worked on called the Flex machine did it with edy</subtitle>
<subtitle id='00:20:14'>Cheadle and this is a picture of it on its own display so by that time we'd</subtitle>
<subtitle id='00:20:20'>realized that we could build a desktop computer and of course this was a desktop computer for only very special</subtitle>
<subtitle id='00:20:26'>kinds of desks like those made out of steel so it weighed well over a hundred</subtitle>
<subtitle id='00:20:30'>pounds and it had two characteristics that were very noticeable one of them</subtitle>
<subtitle id='00:20:35'>was it was a tremendous coffee warmer you know these little black dual inline</subtitle>
<subtitle id='00:20:41'>packages that hold silicon the Macintosh</subtitle>
<subtitle id='00:20:45'>has about 50 of them or so that makes up a Macintosh back then you're lucky if</subtitle>
<subtitle id='00:20:50'>you could get eight or sixteen gates in one of these dip packages and so this</subtitle>
<subtitle id='00:20:55'>had about 700 of those and generated an enormous amount of heat and had a fan</subtitle>
<subtitle id='00:21:00'>that was likened to a 747 taking off the</subtitle>
<subtitle id='00:21:04'>other thing that was very noticeable about the machine is that the user-interface</subtitle>
<subtitle id='00:21:08'>tend to repel most of the people that we tried it on I was a designer of that</subtitle>
<subtitle id='00:21:13'>interface and I was really crestfallen that people regarded somewhat the way he</subtitle>
<subtitle id='00:21:18'>would if he lifted the lid on a garbage can and saw something moist and fuzzy</subtitle>
<subtitle id='00:21:22'>down inside very puzzled is how could we put all this work in the machine the had</subtitle>
<subtitle id='00:21:28'>a very powerful interactive object-oriented language that I had derived from similar graphic very high</subtitle>
<subtitle id='00:21:35'>quality graphics back it had one of the very first gadgets called the clipping</subtitle>
<subtitle id='00:21:42'>divider done at the same time as Ivan Sutherland in in Harvard and then</subtitle>
<subtitle id='00:21:48'>brought later brought out to Utah had a very large virtual screen that you could</subtitle>
<subtitle id='00:21:53'>map on to the physical screen it had</subtitle>
<subtitle id='00:21:58'>multiple windowing not overlapping windowing because it was a calligraphic</subtitle>
<subtitle id='00:22:02'>display lots of good stuff and yet it didn't fly with the people that we tried</subtitle>
<subtitle id='00:22:07'>it with and one of the insights as to</subtitle>
<subtitle id='00:22:13'>why this was and what to do about it came from early contact in 1968 with</subtitle>
<subtitle id='00:22:18'>seymour papert's logo work at Bridge school in Lexington Mass the whole idea</subtitle>
<subtitle id='00:22:25'>of children being able to program on a device that up to now had been in what</subtitle>
<subtitle id='00:22:29'>is called the glass house in industry it's that big room with air conditioning</subtitle>
<subtitle id='00:22:33'>and raised floor and so forth whole idea that this could be extended down at the</subtitle>
<subtitle id='00:22:38'>world of a child just changed my whole conception about what it was I went from</subtitle>
<subtitle id='00:22:43'>thinking of it as did anger Bart as some sort of super vehicle something akin to</subtitle>
<subtitle id='00:22:49'>a car as compared to IBM's Pennsylvania Railroad when from thinking of it as</subtitle>
<subtitle id='00:22:55'>that to something much simpler I thought of it now as media because cars we</subtitle>
<subtitle id='00:23:01'>withhold from children until they're 18 though I don't know why that's when they're most dangerous but we still</subtitle>
<subtitle id='00:23:06'>nonetheless think of until they're 18 media we never think</subtitle>
<subtitle id='00:23:11'>that way paper and pencil we want children to start using from the time they can grab</subtitle>
<subtitle id='00:23:15'>a crayon and so this work of PAP rates was critical in our understanding of</subtitle>
<subtitle id='00:23:21'>what was going on another thing that was</subtitle>
<subtitle id='00:23:27'>going on at Lincoln Labs was the first iconic programming it was done at RAND</subtitle>
<subtitle id='00:23:33'>Corporation the people who did the wonderful interactive programming</subtitle>
<subtitle id='00:23:37'>language Joss was done for economists</subtitle>
<subtitle id='00:23:41'>and other non computer specialists at Rand who had to compute and one of their</subtitle>
<subtitle id='00:23:46'>complaints about there aren't really they're only complained about Joss was</subtitle>
<subtitle id='00:23:50'>they said hey none of us can type can't you do something about that so that led</subtitle>
<subtitle id='00:23:54'>to the in invention of the first data</subtitle>
<subtitle id='00:23:59'>tablets called the ran tablet back then and this system from about 1968 called</subtitle>
<subtitle id='00:24:06'>Grail for graphical input language</subtitle>
<subtitle id='00:24:16'>this list of processes takes us back to the topmost level where we may start to</subtitle>
<subtitle id='00:24:21'>edit the flow table keyboard whatsoever first we erase a Chloe arrow then move</subtitle>
<subtitle id='00:24:26'>the connector out of the way so that we may draw a box in its place recognize he</subtitle>
<subtitle id='00:24:33'>wants that one in a box and made one the press recognising is and running</subtitle>
<subtitle id='00:24:37'>commentary only in this case the box is slightly too long change the size of the</subtitle>
<subtitle id='00:24:42'>window here's where Macintosh window control came from literally then draw</subtitle>
<subtitle id='00:24:46'>flow from the connector to the box</subtitle>
<subtitle id='00:24:51'>attach a decision element to the box enjoy flow from it to scan notice that</subtitle>
<subtitle id='00:24:58'>every command is not just iconic but also analogic new area and by that I</subtitle>
<subtitle id='00:25:03'>mean that it looks like the thing that you want so if you want to scrub</subtitle>
<subtitle id='00:25:09'>something out you scrub it out you want to draw a box you just draw a box it</subtitle>
<subtitle id='00:25:13'>recognizes he wants one makes one the same size but chop off a corner and</subtitle>
<subtitle id='00:25:17'>label it can you want characters you just make characters and it recognizes</subtitle>
<subtitle id='00:25:23'>those there no menus to reach to you're always looking directly at where you're working now notice it missed the end at</subtitle>
<subtitle id='00:25:28'>the end of sub scan there he saw and he hesitated but it's the world's first</subtitle>
<subtitle id='00:25:33'>modeless system so I was able to just go and change it without issuing any more</subtitle>
<subtitle id='00:25:37'>commands so that you see every command that's actually being issued and they're all in the form of direct action the</subtitle>
<subtitle id='00:25:42'>diagram from scan pose what a remarkable</subtitle>
<subtitle id='00:25:47'>system that was and when I saw that I</subtitle>
<subtitle id='00:25:52'>felt and used it for a half an hour in 1968 I felt like I was sticking my hands</subtitle>
<subtitle id='00:25:56'>right through the display and actually touching the information structures</subtitle>
<subtitle id='00:26:00'>directly those are the first system I'd ever used and practically the only one</subtitle>
<subtitle id='00:26:04'>since that I'd call truly intimate and it was this degree of intimacy that was</subtitle>
<subtitle id='00:26:09'>so important in a user interface I used to show this movie to my group at Xerox</subtitle>
<subtitle id='00:26:13'>PARC every three months or so so we wouldn't forget what we're trying to do another</subtitle>
<subtitle id='00:26:22'>thing that we saw in 1968 was tiny one</subtitle>
<subtitle id='00:26:27'>inch square first flat panel display done at the University of Illinois we</subtitle>
<subtitle id='00:26:32'>realized it was only gonna be a matter of years until you could put all of the electronics that we had in the Flex</subtitle>
<subtitle id='00:26:36'>machine on the back of a flat panel display you'd have something like this</subtitle>
<subtitle id='00:26:40'>which I later came to call a diner book back in 1968 when I made this cardboard</subtitle>
<subtitle id='00:26:46'>model I just thought of it as the machine of the future and started</subtitle>
<subtitle id='00:26:50'>thinking about what would it be like for millions of people to have one of these machines and so the metaphor became the</subtitle>
<subtitle id='00:26:59'>pencil what would it be like to have something like this as extant in the</subtitle>
<subtitle id='00:27:05'>world as a pencil and paper could people actually use it and the answer in 1968</subtitle>
<subtitle id='00:27:12'>and the early 1970s was no so one of the</subtitle>
<subtitle id='00:27:16'>ways I started thinking about answering the question is since we had failed at designing for adults and I remembered a</subtitle>
<subtitle id='00:27:22'>wonderful phrase of Marshall McLuhan's he said the I don't know who discovered</subtitle>
<subtitle id='00:27:29'>water but it wasn't a fish the idea is if you're immersed in a context you</subtitle>
<subtitle id='00:27:33'>can't even see it so we decided to follow seymour papert's lead and instead</subtitle>
<subtitle id='00:27:39'>of trying to diet designed for adults we would try and see what this Dynabook of</subtitle>
<subtitle id='00:27:43'>the future would be like for children and then maybe hope that some of it</subtitle>
<subtitle id='00:27:47'>might spill over into the adult world so children were an absolutely critical</subtitle>
<subtitle id='00:27:51'>factor here and the first stuff I did in</subtitle>
<subtitle id='00:27:55'>my notebook in 1970 he was called Kitty Comp and here's what it first looked</subtitle>
<subtitle id='00:28:01'>like it's gonna be built out of a sony tummy trying to Tron and then Xerox PARC</subtitle>
<subtitle id='00:28:11'>came along with some wonderful almost open charter funding and a very</subtitle>
<subtitle id='00:28:17'>interesting culture these are the bean bags that were so famous at Parc and one</subtitle>
<subtitle id='00:28:23'>of the reasons we use them we discovered that it was impossible to leap to your feet to denounce somebody once you sat</subtitle>
<subtitle id='00:28:28'>in a beanbag chair because you tended to sink into it further and further so it</subtitle>
<subtitle id='00:28:32'>had a way of relaxing people I was very good for design and then we started</subtitle>
<subtitle id='00:28:38'>experimenting so he built this machine which was a very very high resolution</subtitle>
<subtitle id='00:28:43'>way of displaying video images and the</subtitle>
<subtitle id='00:28:47'>first fruits of that was this font editor the first font editor done by Ben</subtitle>
<subtitle id='00:28:51'>laws and all of a sudden you could get</subtitle>
<subtitle id='00:28:55'>images like this that it was quite</subtitle>
<subtitle id='00:28:59'>possible to mimic the high quality printing images on a bitmap display we</subtitle>
<subtitle id='00:29:05'>got very interested in that trying some of these ideas out on children we</subtitle>
<subtitle id='00:29:10'>discovered they didn't always like there you might zoom in on that they didn't</subtitle>
<subtitle id='00:29:15'>always like to have their rough drafts look like they've been printed by the</subtitle>
<subtitle id='00:29:19'>New York Times so some of the children said well what we really would like to have for rough drafts is our own</subtitle>
<subtitle id='00:29:24'>handwriting so they use this font editor and put it in their own handwriting and</subtitle>
<subtitle id='00:29:28'>that was a way of instantly telling when</subtitle>
<subtitle id='00:29:32'>you looked at a document just how finished it was intended to be and the</subtitle>
<subtitle id='00:29:37'>bitmap display also allowed us to do sketching and drawing as well as Chris</subtitle>
<subtitle id='00:29:43'>computer graphics and again one of the things that had not been possible before</subtitle>
<subtitle id='00:29:47'>is doing real design on a computer before people always design in the back</subtitle>
<subtitle id='00:29:52'>of an envelope and then brought the back of the envelope to the computer as a way</subtitle>
<subtitle id='00:29:57'>to render it but here what we'd hope for is that people would actually stay with</subtitle>
<subtitle id='00:30:02'>the computer for the better part of the day and we put a lot of effort into making this display be something you</subtitle>
<subtitle id='00:30:07'>could look at for 6 or 7 hours without ice drain next envisionment of this was</subtitle>
<subtitle id='00:30:15'>a little system we called mini-com and this was the summer of 1971 and we went</subtitle>
<subtitle id='00:30:21'>consistent to a considerable direction in thinking about making this</subtitle>
<subtitle id='00:30:32'>and then we also did some dynamic</subtitle>
<subtitle id='00:30:36'>animation as we'll see in a minute space war had a very important part in the</subtitle>
<subtitle id='00:30:41'>design of things because it was a conceptually simple precursor of all the</subtitle>
<subtitle id='00:30:45'>videogames we know today it should be something that a child could write for</subtitle>
<subtitle id='00:30:49'>himself now we started working on small</subtitle>
<subtitle id='00:30:54'>talk-- an object-oriented language based on Simula but also with a lot of look</subtitle>
<subtitle id='00:31:01'>back to what sketchpad then all of this led to the alto computer built mostly by</subtitle>
<subtitle id='00:31:08'>Chuck Thacker at Xerox PARC the first</subtitle>
<subtitle id='00:31:12'>workstation and led to all of the subsequent workstations and also led</subtitle>
<subtitle id='00:31:17'>directly to the Lisa and the Macintosh at Apple we used a improved version of</subtitle>
<subtitle id='00:31:24'>Engelbart's Mouse and in its early</subtitle>
<subtitle id='00:31:28'>stages we call it the interim Dynabook</subtitle>
<subtitle id='00:31:33'>we brought lots of children into Park to work on these machines and then we took</subtitle>
<subtitle id='00:31:38'>the machines down into the Palo Alto schools working with several hundred children in all here we are at Jordan</subtitle>
<subtitle id='00:31:44'>Junior High School around 1976 now let's</subtitle>
<subtitle id='00:31:48'>take a look at animated versions of some of the things that ran on this machine</subtitle>
<subtitle id='00:31:53'>and some of the things that the children did</subtitle>
<subtitle id='00:32:00'>so here's the famous Dynabook model and back then we wanted it to be like the</subtitle>
<subtitle id='00:32:06'>hewlett-packard calculator except to be a real live computer this is the</subtitle>
<subtitle id='00:32:14'>inspiration for all that we are thinking about is what it was going to be like here's been laws font editor being used</subtitle>
<subtitle id='00:32:21'>to make an A and Lydian cursive</subtitle>
<subtitle id='00:32:28'>most of these are taken from home movies</subtitle>
<subtitle id='00:32:32'>we shot with a 16 millimeter bollocks</subtitle>
<subtitle id='00:32:38'>here's the painting program this is something I designed in the summer of</subtitle>
<subtitle id='00:32:43'>1972 and Steve Purcell implemented it</subtitle>
<subtitle id='00:32:49'>here you see some hand character recognition it recognized the letter C</subtitle>
<subtitle id='00:32:54'>for as a command for drawing circles that was put in by John shock we were</subtitle>
<subtitle id='00:33:03'>experimenting with this at the time here's an L for drawing lines well the nice things about hand</subtitle>
<subtitle id='00:33:08'>character recognition is that you don't have to move very far to hit something</subtitle>
<subtitle id='00:33:12'>here's a d4 drawing which fires up the</subtitle>
<subtitle id='00:33:16'>painting program and I think you can see it has most of the features of the</subtitle>
<subtitle id='00:33:21'>well-known Mac paint on the on the Macintosh</subtitle>
<subtitle id='00:33:39'>the idea of actually being able to fashion your brushes right in the the</subtitle>
<subtitle id='00:33:46'>the combination of canvas and pallet itself was something that Purcell</subtitle>
<subtitle id='00:33:51'>thought up I think the idea of having</subtitle>
<subtitle id='00:33:59'>charcoal and airbrush effects was something that was also added at the</subtitle>
<subtitle id='00:34:03'>very beginning of this this program putting in specular reflections here's</subtitle>
<subtitle id='00:34:09'>an example of making a little brush a bunch of different dots pick it up and</subtitle>
<subtitle id='00:34:16'>you get some charcoal effects here's</subtitle>
<subtitle id='00:34:23'>some experiments for the very first experiments with windows dragging them</subtitle>
<subtitle id='00:34:29'>around by one corner opening their size at the other corner just like on the Mac</subtitle>
<subtitle id='00:34:34'>today making another one by going up to</subtitle>
<subtitle id='00:34:38'>the upper right hand corner typing something in it clipping the</subtitle>
<subtitle id='00:34:44'>stuff that's inside I think this is the very first actual test although we you</subtitle>
<subtitle id='00:34:50'>know of course we knew Windows we're going to work because there had been examples of Windows before this is the</subtitle>
<subtitle id='00:34:54'>very first test of them on a bitmap display and some experiments with the</subtitle>
<subtitle id='00:34:59'>user interface what they might be like to just manipulate them</subtitle>
<subtitle id='00:35:16'>here is one of the very first group of kids I can tell that because the there</subtitle>
<subtitle id='00:35:20'>aren't even display covers on the display we had to put in old cardboard</subtitle>
<subtitle id='00:35:24'>boxes to keep the kids from getting electrocuted this is a group of I think</subtitle>
<subtitle id='00:35:30'>sixth graders fifth or sixth graders and this is Adele Goldberg who later went on</subtitle>
<subtitle id='00:35:35'>to head the group after I left park and she was responsible for many of the</subtitle>
<subtitle id='00:35:40'>ideas in teaching the children we first</subtitle>
<subtitle id='00:35:45'>did logo like things in small talk such as this program and we also experimented</subtitle>
<subtitle id='00:35:52'>with with animated windows here's the very first test of an animated window</subtitle>
<subtitle id='00:35:57'>which we later abandoned because the machine wasn't quite fast enough but I</subtitle>
<subtitle id='00:36:01'>still think it's a nicer way of doing it we're instead of getting a just an open</subtitle>
<subtitle id='00:36:07'>frame that moves you actually animate all the text itself and have it have it</subtitle>
<subtitle id='00:36:13'>include the window so this is the alto</subtitle>
<subtitle id='00:36:21'>screen in early 1973 not long after the</subtitle>
<subtitle id='00:36:26'>alto had first started to work the alto</subtitle>
<subtitle id='00:36:32'>is actually a very powerful computer if</subtitle>
<subtitle id='00:36:36'>you could get to its microcode directly we could and the alto is able to animate</subtitle>
<subtitle id='00:36:42'>about 120 square inches of graphics in</subtitle>
<subtitle id='00:36:46'>multiple planes so you could do very complex two-and-a-half d animation</subtitle>
<subtitle id='00:36:51'>effects and this is something done by Purcell I think around the end of 1973</subtitle>
<subtitle id='00:36:56'>and that was really the machine we thought we had was a machine that you</subtitle>
<subtitle id='00:37:00'>could animate everything on it tying all</subtitle>
<subtitle id='00:37:06'>that stuff together with small talk we got a number of interesting things with</subtitle>
<subtitle id='00:37:12'>the kids here's one of the second level classes this was a 13 year old teaching</subtitle>
<subtitle id='00:37:21'>12 year olds and Marion had done one of the very first tools in small talk the</subtitle>
<subtitle id='00:37:26'>year before when she had learned it and she was a very outgoing ebullient young lady and</subtitle>
<subtitle id='00:37:32'>she wanted to teach a class and so we brought in we had five machines at the</subtitle>
<subtitle id='00:37:38'>time so he's had five children and we videotaped all of the 100 hours of it</subtitle>
<subtitle id='00:37:45'>and here's an example this is from 1975</subtitle>
<subtitle id='00:37:51'>of a program that looks very much like Mack draw it's an object-oriented</subtitle>
<subtitle id='00:37:57'>graphics illustrator you can select by</subtitle>
<subtitle id='00:38:03'>means of selection handles you can</subtitle>
<subtitle id='00:38:09'>change colors you can change the size so</subtitle>
<subtitle id='00:38:15'>the menu is being used on the lower right hand there and the the feedback is</subtitle>
<subtitle id='00:38:23'>coming in the window and the in the center the only thing that's really</subtitle>
<subtitle id='00:38:29'>interesting about this program is besides that it was done in 1975 which</subtitle>
<subtitle id='00:38:33'>is before you could buy it in a store as it was actually conceived designed and</subtitle>
<subtitle id='00:38:38'>implemented by a twelve-year-old girl after only a few months of programming</subtitle>
<subtitle id='00:38:42'>and small talk it took her about two weeks to do this and the size of the</subtitle>
<subtitle id='00:38:46'>program in small talk 72 was about a page long so part of our aim here was</subtitle>
<subtitle id='00:38:54'>not just to get people to be able to access things by means of the windows</subtitle>
<subtitle id='00:38:58'>but also to be able to do the equivalent of writing short essays and having them</subtitle>
<subtitle id='00:39:03'>take have great effect and one of the</subtitle>
<subtitle id='00:39:07'>things that is disturbingly true about most novices on computers is that about</subtitle>
<subtitle id='00:39:13'>two pages of program is the maximum they can handle they like to be able to spread it out use their visual field as</subtitle>
<subtitle id='00:39:19'>an extension of their short-term memory here's another example a 15 year old boy</subtitle>
<subtitle id='00:39:24'>again after a few months of programming in small talk 72 he was interested in</subtitle>
<subtitle id='00:39:30'>ham radio but really had gotten bored</subtitle>
<subtitle id='00:39:35'>with the tedium of drawing radio diagrams so he decided to make himself a</subtitle>
<subtitle id='00:39:39'>ham radio illustrator and has</subtitle>
<subtitle id='00:39:43'>quite sophisticated features you see here a pop up menu with often used</subtitle>
<subtitle id='00:39:48'>things like open and closed dots and he has a more extensive menu of iconic</subtitle>
<subtitle id='00:39:54'>shapes for the circuits down below so he can pick up a a battery symbol and</subtitle>
<subtitle id='00:40:03'>rotate it and put it in this is also done in in 1975 and it's one of my</subtitle>
<subtitle id='00:40:10'>favorite programs done by a child because less than ten years before this</subtitle>
<subtitle id='00:40:14'>a PhD had been awarded for a system that wasn't as good this program is about 80</subtitle>
<subtitle id='00:40:19'>lines of code long in Smalltalk 72 next</subtitle>
<subtitle id='00:40:28'>we have a program done by adults but for</subtitle>
<subtitle id='00:40:34'>the most part who had never programmed before they were professional animators that came to park in the summer of 74</subtitle>
<subtitle id='00:40:39'>and the thing that animators would like</subtitle>
<subtitle id='00:40:43'>to do is to see whether their animator animations are going to work before they have to go to film so that summer they</subtitle>
<subtitle id='00:40:49'>devised a variety of systems and this is</subtitle>
<subtitle id='00:40:53'>what every animator would like to do is draw the picture reach over into the</subtitle>
<subtitle id='00:40:58'>movie window grab the thing you've just drawn show it what to do have it</subtitle>
<subtitle id='00:41:04'>playback now of course it's not</subtitle>
<subtitle id='00:41:10'>squishing when it hits so it doesn't look quite real so he wants he goes to the steps there in the iconic menu and</subtitle>
<subtitle id='00:41:20'>when it gets down to the bottom here what he's going to do is replace that with a fresh drawing that's going to</subtitle>
<subtitle id='00:41:25'>come from another transparent cell that he overlays in the drawing windows on</subtitle>
<subtitle id='00:41:30'>the right hand side so the drawing windows can have several transparent</subtitle>
<subtitle id='00:41:34'>cells overlaid each other he uses the old one for registration purposes so</subtitle>
<subtitle id='00:41:39'>he's now drawing on an on another cell and that drawing will be inserted into</subtitle>
<subtitle id='00:41:44'>the animation as the animation goes and now the animator can see how much detail</subtitle>
<subtitle id='00:41:50'>he has to put into that squash drawing before we see it as actually squashing</subtitle>
<subtitle id='00:41:56'>any obviously has to at least put in the specular reflection on the ball there he</subtitle>
<subtitle id='00:42:05'>goes now we see it as a deformation even though it's a one frame change a program</subtitle>
<subtitle id='00:42:10'>was about five pages long which is longer than children can actually do but</subtitle>
<subtitle id='00:42:16'>here's a twelve-year-old girl that was</subtitle>
<subtitle id='00:42:22'>very interested in horses and so she</subtitle>
<subtitle id='00:42:27'>spent some time getting the correct gait and animating a horse across the screen</subtitle>
<subtitle id='00:42:33'>but then she wanted to feature that the adult animators hadn't put in and that</subtitle>
<subtitle id='00:42:37'>was to be able to combine two animations into a single one so she has the horse</subtitle>
<subtitle id='00:42:43'>animation going over there and here she has a jockey animation and she wants to</subtitle>
<subtitle id='00:42:50'>be able to pick it up and the in the act of actually combining she wants them now</subtitle>
<subtitle id='00:42:56'>to fuse into one drawing this is a feature that she was able to put in herself because even though she wasn't</subtitle>
<subtitle id='00:43:02'>capable of writing a 5 page program like the adults she was quite capable of</subtitle>
<subtitle id='00:43:06'>reading it in making a change in it and</subtitle>
<subtitle id='00:43:12'>here's the finished animation</subtitle>
<subtitle id='00:43:25'>now what we've just seen are some things that are familiar to us now in this day</subtitle>
<subtitle id='00:43:31'>of the micro computer we've also seen some things that people aren't yet doing</subtitle>
<subtitle id='00:43:35'>people don't usually sit down and do for themselves a complete tool like an</subtitle>
<subtitle id='00:43:40'>illustrator they go to the school store and spend several hundreds of dollars and yet here we see twelve-year-old</subtitle>
<subtitle id='00:43:46'>children coming up with the idea and being able to implement it and not only being able to implement it but being</subtitle>
<subtitle id='00:43:51'>able to implement it in a very compact form now why is that and why is this</subtitle>
<subtitle id='00:43:56'>such an important part of computer literacy now I think literacy has three</subtitle>
<subtitle id='00:44:00'>important parts to it there's an access part and in the print medium we call</subtitle>
<subtitle id='00:44:05'>that reading somebody else makes up the material and we have the skills to</subtitle>
<subtitle id='00:44:09'>penetrate that material and understand it access literacy second one is</subtitle>
<subtitle id='00:44:14'>creative literacy we don't think a person is literally if all I can do is</subtitle>
<subtitle id='00:44:19'>read we think they should be able to write and the English language is</subtitle>
<subtitle id='00:44:23'>powerful enough in its in its metaphor that we can do very strong expressions</subtitle>
<subtitle id='00:44:30'>of our own intent in just a page or two can start a revolution with two pages of</subtitle>
<subtitle id='00:44:35'>well couched prose programming languages just haven't been strong enough and easy</subtitle>
<subtitle id='00:44:39'>enough to understand but if we're ever to have computer literacy it is going to</subtitle>
<subtitle id='00:44:44'>have to have those two things as first order attributes and then the third</subtitle>
<subtitle id='00:44:50'>thing in computer literacy is that for anything that we can be literate in</subtitle>
<subtitle id='00:44:54'>there is a literature so when we read</subtitle>
<subtitle id='00:44:58'>Shakespeare we have to read Shakespeare with a completely different approach to</subtitle>
<subtitle id='00:45:02'>the genre of the Elizabethan age than we do from reading Mickey Spillane so</subtitle>
<subtitle id='00:45:08'>throughout the many centuries in which the English language has existed there are different genre that we have to be</subtitle>
<subtitle id='00:45:14'>able to adapt to that's the third form of literacy is genre literacy</subtitle>
<subtitle id='00:45:23'>and then the third thing in computer literacy is that for anything that we</subtitle>
<subtitle id='00:45:27'>can be literate in there is a literature so when we read Shakespeare we have to</subtitle>
<subtitle id='00:45:33'>read Shakespeare with a completely different approach to the genre of the</subtitle>
<subtitle id='00:45:37'>Elizabethan age than we do from reading Mickey Spillane so throughout the many</subtitle>
<subtitle id='00:45:43'>centuries in which the English language has existed there are different genre</subtitle>
<subtitle id='00:45:47'>that we have to be able to adapt to that's the third form of literacy is</subtitle>
<subtitle id='00:45:51'>genre literacy I'm gonna in this talk I'm concentrating mostly on the first</subtitle>
<subtitle id='00:45:55'>two and now I want to go and focus on why this stuff works and how we came to</subtitle>
<subtitle id='00:46:02'>some of these design decisions of course some of it was just haphazard and random</subtitle>
<subtitle id='00:46:06'>some of it we rationalized after the fact but some of it we actually thought</subtitle>
<subtitle id='00:46:12'>it through and were able to use stuff that had been done before so give you an</subtitle>
<subtitle id='00:46:17'>idea of how difficult it is to understand how the mind works let's take a look at this slide and see if we can</subtitle>
<subtitle id='00:46:22'>see what's wrong with it if you look at it for a while you'll see that the mouth</subtitle>
<subtitle id='00:46:28'>is is somehow upside down and maybe the</subtitle>
<subtitle id='00:46:33'>eyes something wrong with the eyes maybe they're upside down too and if I were</subtitle>
<subtitle id='00:46:37'>teaching in a school and trying to teach you about what had been done with this</subtitle>
<subtitle id='00:46:42'>slide I would say in English sentence like the following I'd say well here</subtitle>
<subtitle id='00:46:46'>we've taken a slide of a young girl extracted her eyes and mouth and put</subtitle>
<subtitle id='00:46:50'>them back in with an air brush and then turned the entire slide upside down</subtitle>
<subtitle id='00:46:55'>that's an English sentence and now that I've said that you can understand</subtitle>
<subtitle id='00:46:59'>everything about what it looks like when I turn it right-side up now given this</subtitle>
<subtitle id='00:47:06'>talk many times and I'm gonna have to move it backward because I've discovered nobody will listen to me when that slide</subtitle>
<subtitle id='00:47:12'>is on and from the many times I've given</subtitle>
<subtitle id='00:47:17'>the talk I know that there are gasps in the classroom when you saw that picture</subtitle>
<subtitle id='00:47:21'>because you weren't prepared for it even though I told you everything about what</subtitle>
<subtitle id='00:47:25'>had been done to it now perceptual psychologists really love when something</subtitle>
<subtitle id='00:47:30'>like this happens because it means that information going in through one channel the auditory channel to your</subtitle>
<subtitle id='00:47:35'>language processing centers elicited one kind of response to my sentence and when</subtitle>
<subtitle id='00:47:40'>you saw the actual picture through your visual channel it elicited a completely</subtitle>
<subtitle id='00:47:44'>different response and this is actually understood physiologically as well as</subtitle>
<subtitle id='00:47:49'>psychologically on the under right-hand side of your brain where you do face</subtitle>
<subtitle id='00:47:53'>recognition there are two pieces of brain tissue about an inch apart one of</subtitle>
<subtitle id='00:47:57'>them is an expert at faces it's a thing that allows you to see faces and clouds</subtitle>
<subtitle id='00:48:02'>the thing that scares children and Twilight they see menacing shadows and</subtitle>
<subtitle id='00:48:06'>it's reporting right now I see an upside down face like thing then about an inch</subtitle>
<subtitle id='00:48:11'>away is another piece of brain tissue there's an expert in eyes and mouth and</subtitle>
<subtitle id='00:48:16'>eyes and mouth only and it's saying well that's a good-looking mouth and those</subtitle>
<subtitle id='00:48:20'>are okay eyes there's very little dissonance between the reports of these</subtitle>
<subtitle id='00:48:25'>two separate pieces of brain tissue now when I go to this right-side up version</subtitle>
<subtitle id='00:48:30'>of the thing the face recognition guy is saying well that's a right-side up face</subtitle>
<subtitle id='00:48:35'>like thing and the eyes and mouth guy is saying something is terribly wrong here</subtitle>
<subtitle id='00:48:40'>and you can imagine why nature might have arranged for you to be startled</subtitle>
<subtitle id='00:48:44'>seeing a face like this up close might mean you're going to die in the next ten</subtitle>
<subtitle id='00:48:48'>seconds and effect it is built into all mammals something that we don't learn</subtitle>
<subtitle id='00:48:55'>but is in the mammalian nervous system so if you try this on a dog I suggest</subtitle>
<subtitle id='00:48:59'>you pick a small one so the basic idea</subtitle>
<subtitle id='00:49:03'>here is that we don't what we think of</subtitle>
<subtitle id='00:49:07'>as the unitary eye the unitary eyeness</subtitle>
<subtitle id='00:49:12'>of I myself and me is really a multiple set of different mentalities that</subtitle>
<subtitle id='00:49:18'>apparently came about during different evolutionary periods the mentalities</subtitle>
<subtitle id='00:49:22'>think differently they don't communicate very well with each other they're often</subtitle>
<subtitle id='00:49:26'>in conflict and only a few of them talk so we're only aware of a few of them in</subtitle>
<subtitle id='00:49:32'>our what we call our consciousness most of what the other mentalities do we call</subtitle>
<subtitle id='00:49:36'>our subconscious but relegating everything they think to the subconscious is almost akin to mysticism</subtitle>
<subtitle id='00:49:42'>and in fact there's a lot more to be learned about this area and we got</subtitle>
<subtitle id='00:49:47'>interested in three these mentalities first from the work of Jean Piaget and Piaget said that the he</subtitle>
<subtitle id='00:49:58'>thought children and adults have a unitary mentality that goes through</subtitle>
<subtitle id='00:50:03'>stages as the child matures so Piaget said first there is a doing stage where</subtitle>
<subtitle id='00:50:11'>the whole is to dig it and an object is to grab it thinking his action in that</subtitle>
<subtitle id='00:50:18'>stage a child doesn't think ahead he doesn't imagine the consequences of</subtitle>
<subtitle id='00:50:22'>his action he just does later on is the</subtitle>
<subtitle id='00:50:26'>image stage child of five or six or seven who for instance when given a</subtitle>
<subtitle id='00:50:33'>squat glass poured into a tall thin glass we'll say there's more water in</subtitle>
<subtitle id='00:50:37'>the tall thin glass I think everybody is familiar with the with that experiment</subtitle>
<subtitle id='00:50:42'>of PJs and it's because the child is being dominated by the visual image the</subtitle>
<subtitle id='00:50:47'>looks like there's more water there and so the visual logic says that there is</subtitle>
<subtitle id='00:50:52'>then around 11 or 12 PA says that the</subtitle>
<subtitle id='00:50:59'>child goes to a facts and logic stage away from the immediacy of the visual</subtitle>
<subtitle id='00:51:06'>environment or at least in Swiss French children who 11 and 12 there are less</subtitle>
<subtitle id='00:51:11'>less evidence that American children ever get into the facts and logic stage</subtitle>
<subtitle id='00:51:15'>now when we looked at PJs theory it was</subtitle>
<subtitle id='00:51:21'>interesting what it seemed to say is that if the child is below the age of</subtitle>
<subtitle id='00:51:26'>five say you should only do muscular things and if the child is in this age between say roughly five and eleven that</subtitle>
<subtitle id='00:51:32'>you should do mostly visual things and then above that you should do sort of</subtitle>
<subtitle id='00:51:36'>symbolic things so it just didn't come through with any ideas for us but while</subtitle>
<subtitle id='00:51:40'>reading about Piaget we had found the work of Bruner</subtitle>
<subtitle id='00:51:44'>who was the American psychologist who was one of the persons to Byng Piaget to</subtitle>
<subtitle id='00:51:50'>the American public's attention and Bruner had a more interesting theory and</subtitle>
<subtitle id='00:51:55'>it came about from experiments that he did to confirm what Piaget was talking</subtitle>
<subtitle id='00:52:01'>about so Bruni did the experiment took the water in the squat class and poured it into the tall</subtitle>
<subtitle id='00:52:06'>thin one the child said yes there's more water in the tall thin glass then</subtitle>
<subtitle id='00:52:10'>Brenner did something that Piaget hadn't thought to do Bruner then covered up the</subtitle>
<subtitle id='00:52:14'>glass and the child said oh but wait there must be the same amount of water</subtitle>
<subtitle id='00:52:19'>because where would it go and then Bruner revealed the tall thin glass and</subtitle>
<subtitle id='00:52:23'>the child said oh wait no look there's more water better cover it up again and</subtitle>
<subtitle id='00:52:28'>the child said oh there must be the same amount of water because where would it</subtitle>
<subtitle id='00:52:32'>go so if you have any nine year olds</subtitle>
<subtitle id='00:52:36'>you'd like to torment this is a good way to do it because what Brenner was doing</subtitle>
<subtitle id='00:52:40'>was jumping the child not from this mentality back to a previous stage but</subtitle>
<subtitle id='00:52:46'>he was showing as he did in many experiments the existence of multiple mentalities so the child was normally</subtitle>
<subtitle id='00:52:53'>visually dominant here but if you occluded the visual field then this</subtitle>
<subtitle id='00:52:57'>fledgling symbolic mentality that was really going to meet switched-on in a</subtitle>
<subtitle id='00:53:02'>stronger way later on could actually work and from this we got a lot of ideas</subtitle>
<subtitle id='00:53:07'>it suggested that there are ways of using some of these other mentalities</subtitle>
<subtitle id='00:53:11'>and we got some confirmation from some interesting work in the literature of</subtitle>
<subtitle id='00:53:15'>creativity one of them was by jacques</subtitle>
<subtitle id='00:53:19'>hadamard the famous french mathematician who in the late stages of his life</subtitle>
<subtitle id='00:53:23'>decided to pull his 99 buddy's the other</subtitle>
<subtitle id='00:53:28'>who made up together the 100 great mathematicians and physicists on the</subtitle>
<subtitle id='00:53:33'>earth and he asked them how do you do your thing and they were all personal</subtitle>
<subtitle id='00:53:38'>friends of his so they wrote back depositions and only a few out of the hundred claimed to use mathematical</subtitle>
<subtitle id='00:53:43'>symbology at all there's quite a surprise all of them said they did it</subtitle>
<subtitle id='00:53:48'>mostly in imagery or figurative terms and an amazing 30 percent or so</subtitle>
<subtitle id='00:53:53'>including Einstein were down here in the mud pies Einstein's definition said I</subtitle>
<subtitle id='00:53:59'>have sensations of a kinesthetic or muscular type Einstein could feel the</subtitle>
<subtitle id='00:54:05'>the abstract spaces he was dealing with in the muscles of his arms and his</subtitle>
<subtitle id='00:54:09'>fingers so one way of interpreting Hadamard diagram here is</subtitle>
<subtitle id='00:54:15'>the genius is the ability to recap your childhood it will that's sort of the PIA</subtitle>
<subtitle id='00:54:19'>jetting and way of looking at it but a stronger way is to look at it through Brunner's eyes and see that what is</subtitle>
<subtitle id='00:54:25'>actually going on is that these very creative people are somehow able to be</subtitle>
<subtitle id='00:54:30'>in contact with other mentalities that are going on all the time now this is a</subtitle>
<subtitle id='00:54:36'>better way of thinking about this then simply splitting things up into conscious and subconscious or right</subtitle>
<subtitle id='00:54:42'>brain and left brain this notion that there are each one of these things</subtitle>
<subtitle id='00:54:46'>evolved for a different reason and can do different kinds of logics is very</subtitle>
<subtitle id='00:54:50'>important and we'll see why in a second now I'm going to give you a the most</subtitle>
<subtitle id='00:54:57'>graphic demonstration I know of this</subtitle>
<subtitle id='00:55:01'>principle in action of what it means to actually be able to teach directly to</subtitle>
<subtitle id='00:55:08'>the mentality that's going to learn rather than trying to teach through an inappropriate channel you see the sad</subtitle>
<subtitle id='00:55:13'>part of had a marriage diagram is that every child in the United States is</subtitle>
<subtitle id='00:55:18'>taught math and physics through this channel the channel that know almost no</subtitle>
<subtitle id='00:55:24'>adult creative mathematician and physicists used to uses to do it and</subtitle>
<subtitle id='00:55:29'>that is really a shame they use this channel to communicate but not to do</subtitle>
<subtitle id='00:55:33'>their thing and much of our education is</subtitle>
<subtitle id='00:55:37'>founded on those principles that just because we can talk about something there's a naive belief that we can teach</subtitle>
<subtitle id='00:55:43'>through talking and listening now this example I'm going to show is taken from</subtitle>
<subtitle id='00:55:48'>a television show in 1975 on Harry</subtitle>
<subtitle id='00:55:53'>reasoner's great television show in on</subtitle>
<subtitle id='00:56:00'>ABC and he had read a book that apparently upset him called the inner</subtitle>
<subtitle id='00:56:04'>game of tennis which basically said almost anybody can learn to play a</subtitle>
<subtitle id='00:56:09'>decent game of tennis in just a single afternoon if you don't try too hard and</subtitle>
<subtitle id='00:56:13'>that had made him wonder because he'd been trying to play tennis for many</subtitle>
<subtitle id='00:56:17'>years and so he sent a an ABC News squad</subtitle>
<subtitle id='00:56:21'>out to California to expose the charlatans and what they did was to</subtitle>
<subtitle id='00:56:26'>round up a number of people and get them to sign</subtitle>
<subtitle id='00:56:32'>legal affidavits saying that they had</subtitle>
<subtitle id='00:56:36'>that they had never played tennis before they took them all out in the court and</subtitle>
<subtitle id='00:56:41'>picked the worst one who happened to be a 55 year old lady 40 pounds overweight</subtitle>
<subtitle id='00:56:45'>5 foot 2 and a moo-moo and she had the muumuu because her deposition said that</subtitle>
<subtitle id='00:56:50'>not only had she never played tennis but she's not even exercised in 20 years so</subtitle>
<subtitle id='00:56:55'>taking the ball on the court turning on the live TV cameras they set a clock and</subtitle>
<subtitle id='00:57:00'>said to Tim Galway you have 20 minutes to teach her how to play tennis now let's look at this from the standpoint</subtitle>
<subtitle id='00:57:05'>of user interface design because in every way Tim Galway is the user</subtitle>
<subtitle id='00:57:10'>interface of this interactive teaching</subtitle>
<subtitle id='00:57:16'>situation we have and let's see what he</subtitle>
<subtitle id='00:57:20'>actually does and there's a ball fly</subtitle>
<subtitle id='00:57:30'>through the air I want you just to watch it the very instant the ball hits the</subtitle>
<subtitle id='00:57:35'>court I want you to say bounce and the</subtitle>
<subtitle id='00:57:39'>very instant the ball hits the racket I want you to say hit you just be saying</subtitle>
<subtitle id='00:57:43'>bounce hip all you need to do is watch the ball okay the key of all the exercises in the</subtitle>
<subtitle id='00:57:51'>inner game is to focus their minds attention somewhere where it will not</subtitle>
<subtitle id='00:57:56'>interfere with the body's ability to hit</subtitle>
<subtitle id='00:58:00'>the ball automatically you stand here and Tim will throw you a couple and you</subtitle>
<subtitle id='00:58:04'>just continue doing the same thing China Haiti not at first at first just say</subtitle>
<subtitle id='00:58:09'>bounce with the ball bounces and hit when you would hit it but don't hit then</subtitle>
<subtitle id='00:58:13'>after you feel like I didn't go ahead and hit it okay now you might watch her</subtitle>
<subtitle id='00:58:17'>right on here yeah something's trying to hit that ball she</subtitle>
<subtitle id='00:58:23'>was told that she didn't have to now she actually tries she misses he's also out</subtitle>
<subtitle id='00:58:31'>of the corner of his eye watching me hit the ball so even though he's not trying</subtitle>
<subtitle id='00:58:36'>to see how I hit it the image of me hitting it is going right into his</subtitle>
<subtitle id='00:58:40'>memory enjoying himself yeah it's really the cardinal principle</subtitle>
<subtitle id='00:58:47'>in any book written on tennis about you tennis is to watch the ball no tennis</subtitle>
<subtitle id='00:58:53'>player really sees the ball no the</subtitle>
<subtitle id='00:58:57'>reason is they get bored so I've tried to give them something to see in the</subtitle>
<subtitle id='00:59:03'>ball that's interesting so we watch the trajectory of the ball</subtitle>
<subtitle id='00:59:07'>the gracefulness of the line made by the balls that fly through the air how is it</subtitle>
<subtitle id='00:59:13'>the same put the mind somewhere work and stay calm and not get you up tight but</subtitle>
<subtitle id='00:59:19'>relaxed and interested then the body does so beautifully so beautiful I might</subtitle>
<subtitle id='00:59:25'>start listening to the ball ball listen to how it sounds on your racquet hear</subtitle>
<subtitle id='00:59:30'>that yes that sound like very dull it</subtitle>
<subtitle id='00:59:39'>was like wood that would sound people</subtitle>
<subtitle id='00:59:43'>listening oh you'll hear this town that you like pretty soon just listen to her</subtitle>
<subtitle id='00:59:50'>okay now listen on this side</subtitle>
<subtitle id='01:00:01'>No be aware that racket is part of your arm I just feel it so hard every time I</subtitle>
<subtitle id='01:00:14'>did start to think things went wrong they just stopped thinking the body</subtitle>
<subtitle id='01:00:19'>seems to know what to do can you feel when your left hand where</subtitle>
<subtitle id='01:00:24'>it is how'd it go just wait in the back there feel it</subtitle>
<subtitle id='01:00:36'>we're gonna do one other stroke now and this one's called the serve and the</subtitle>
<subtitle id='01:00:42'>service just like a dance you just like a dance we'll come back here no I'll</subtitle>
<subtitle id='01:00:47'>show you how to do a dance call the sir okay and I've done this</subtitle>
<subtitle id='01:00:53'>dance a little bit so I'll just do it okay in fact you can start humming if</subtitle>
<subtitle id='01:01:02'>you want the rhythm like this okay now I</subtitle>
<subtitle id='01:01:17'>want you to stand there shut your eyes shut your eyes and imagine yourself</subtitle>
<subtitle id='01:01:23'>doing that same dance you might start humming a little bit as you're doing it</subtitle>
<subtitle id='01:01:29'>yeah okay now about to do there's no</subtitle>
<subtitle id='01:01:34'>thinking just go do it quick just no thinking just go serve yeah sir don't</subtitle>
<subtitle id='01:01:40'>worry about missing keep serving keeps their own thing go dududu quick that's</subtitle>
<subtitle id='01:01:45'>it fine again don't worry about hitting it let's hear it out loud there you go I</subtitle>
<subtitle id='01:01:53'>get them to hum the rhythm of my serve</subtitle>
<subtitle id='01:01:57'>so they're not thinking oh this is what are you doing with his elbow this is what he's doing his hands out loud down</subtitle>
<subtitle id='01:02:04'>there you go I get them to hum the rhythm of my serve</subtitle>
<subtitle id='01:02:08'>so they're not thinking oh this is what he's doing with his elbow this is what he's doing his hands they're not trying</subtitle>
<subtitle id='01:02:13'>to remember all that they start humming and they see themselves doing very</subtitle>
<subtitle id='01:02:17'>similar things muscular movements to what I did but they're not thinking</subtitle>
<subtitle id='01:02:21'>about it so it just comes out naturally and fluently so that didn't take long</subtitle>
<subtitle id='01:02:25'>that's called serving</subtitle>
<subtitle id='01:02:32'>out</subtitle>
<subtitle id='01:02:41'>don't miss it okay okay that's the first</subtitle>
<subtitle id='01:02:54'>point kind of 15 no need for you to miss</subtitle>
<subtitle id='01:03:04'>all of a sudden everything became effortless just I was just sort of like</subtitle>
<subtitle id='01:03:09'>floating along you know in doing what came naturally let me know and I said</subtitle>
<subtitle id='01:03:13'>I'm playing tennis yeah it's really really beautiful I have a clearer idea</subtitle>
<subtitle id='01:03:20'>of what you want then let it happen don't try too hard I'm gonna try to make</subtitle>
<subtitle id='01:03:26'>you miss Marri cuz it's going on too long so all just get a little bit harder</subtitle>
<subtitle id='01:03:32'>you just keep watching the ball</subtitle>
<subtitle id='01:03:47'>don't be distracted keep on that ball</subtitle>
<subtitle id='01:03:51'>[Music] [Applause]</subtitle>
<subtitle id='01:03:57'>[Music] well when I saw that I said something</subtitle>
<subtitle id='01:04:02'>akin to holy cow so I just seen something that I wouldn't</subtitle>
<subtitle id='01:04:06'>have believed possible and I realized that it applied very strongly to user</subtitle>
<subtitle id='01:04:10'>interface design that something really important had been was going on here so</subtitle>
<subtitle id='01:04:15'>I got Tim Galway's book the inner game of tennis and I read it and a number of</subtitle>
<subtitle id='01:04:19'>things that he said really stuck in my mind first one was almost a cliche</subtitle>
<subtitle id='01:04:25'>he said learning happens when attention is focused but he was able to get</subtitle>
<subtitle id='01:04:29'>something out of that because if you don't have a good theory of learning</subtitle>
<subtitle id='01:04:33'>then you can still get it to happen by just helping the person focus one of the</subtitle>
<subtitle id='01:04:38'>ways you can help a person focus is by removing interference a lot of what you</subtitle>
<subtitle id='01:04:43'>saw in that tape was a way of holding</subtitle>
<subtitle id='01:04:47'>focus of the mentality that actually had to learn to play the tennis and removing</subtitle>
<subtitle id='01:04:52'>interference from the mentality the that likes to talk and make comments</subtitle>
<subtitle id='01:04:56'>another thing that Tim said that's particularly stuck in my mind was said</subtitle>
<subtitle id='01:05:01'>the problem with most theories of teaching is that the parts of the body</subtitle>
<subtitle id='01:05:05'>you want to have learn don't understand English so the part of your mentality that</subtitle>
<subtitle id='01:05:10'>understands English doesn't play tennis and can't play tennis can't do</subtitle>
<subtitle id='01:05:14'>mathematics it can't do music you can what it can do is talk and comment and</subtitle>
<subtitle id='01:05:19'>so in general for learning most things it is good to find a way of</subtitle>
<subtitle id='01:05:24'>short-circuiting that mentality that we think of as the eye that always tries to</subtitle>
<subtitle id='01:05:28'>take over and finally Tim made a very</subtitle>
<subtitle id='01:05:33'>interesting observation and that is that the problem with being a beginner is</subtitle>
<subtitle id='01:05:37'>that you get a lot of practice in staying a beginner so a beginning tennis</subtitle>
<subtitle id='01:05:43'>player most of the time is does chase the ball you got to be really good at</subtitle>
<subtitle id='01:05:48'>chasing the ball but all other forms of tennis involved hitting the so it's very important for Tim to find a</subtitle>
<subtitle id='01:05:54'>way of catapulting anybody learning tennis like Molly they're out of the</subtitle>
<subtitle id='01:06:00'>chaser ball stage and instantly get into hitting the ball stage so he had to find</subtitle>
<subtitle id='01:06:04'>a way of getting a person who had never picked up a tennis racket before to be</subtitle>
<subtitle id='01:06:08'>able to hit the ball 98 percent of the time they swung at it we realized that</subtitle>
<subtitle id='01:06:13'>was an incredibly important principle for user interface design why spend two</subtitle>
<subtitle id='01:06:17'>weeks trying to read an ms-dos manual to see how to copy a file or open up an</subtitle>
<subtitle id='01:06:23'>application why do any of those things what is it what do you get from it much better to</subtitle>
<subtitle id='01:06:28'>find a way of designing the user interface so that the person who uses it</subtitle>
<subtitle id='01:06:32'>acts like an intermediate from the very first time that they sit down and then</subtitle>
<subtitle id='01:06:36'>they get into a process that is rewarding in itself now these ideas work</subtitle>
<subtitle id='01:06:45'>beautifully for music and they also apply in cognitive areas very strongly</subtitle>
<subtitle id='01:06:51'>here's a an example of a programming</subtitle>
<subtitle id='01:06:55'>problem and that is let's take the logo turtle and write a program to draw a</subtitle>
<subtitle id='01:07:01'>circle and we'll do it with three ages</subtitle>
<subtitle id='01:07:08'>of people a five year old a 10 year old and a 15 year old as representatives</subtitle>
<subtitle id='01:07:13'>from these three mental mentality</subtitle>
<subtitle id='01:07:17'>dominant areas the body the visual and the symbolic now the way you do a get a</subtitle>
<subtitle id='01:07:23'>five-year-old to to do a picture to do a</subtitle>
<subtitle id='01:07:27'>circle that's something that's Seymour Papert learned long ago and that is you tell the five-year-old close your eyes</subtitle>
<subtitle id='01:07:33'>and make a circle with your body if</subtitle>
<subtitle id='01:07:38'>they've gone part way around you say well what were you doing and the</subtitle>
<subtitle id='01:07:43'>five-year-old says well I was going a little and turning a little over and over again if you type that into logo</subtitle>
<subtitle id='01:07:48'>you get a perfect circle and that's</subtitle>
<subtitle id='01:07:52'>because the five-year-old nose differential equations because the</subtitle>
<subtitle id='01:07:56'>circle is particularly simple thing in differential geometry which is only discovered about 150 years ago by Carl</subtitle>
<subtitle id='01:08:02'>Gauss so a circle is that thing that has constant curvature so the change in</subtitle>
<subtitle id='01:08:06'>curvature is zero and the trials body</subtitle>
<subtitle id='01:08:11'>mentality doing mentality understands</subtitle>
<subtitle id='01:08:15'>that kind of geometry so the five-year-old comes up with a very</subtitle>
<subtitle id='01:08:19'>simple program that produces an elegant circle the ten-year-old has a harder</subtitle>
<subtitle id='01:08:23'>time because a ten-year-old is visual and really wants to look at things he</subtitle>
<subtitle id='01:08:27'>doesn't want to do things with his body so much anymore and so he wants to draw</subtitle>
<subtitle id='01:08:31'>a circles with a compass and after a while he will see that the by drawing</subtitle>
<subtitle id='01:08:37'>lots of circles you'll see that the main thing about drawing circles with a compass is that the points on the rim</subtitle>
<subtitle id='01:08:42'>were always the same distance from the center so his turtle program picks the</subtitle>
<subtitle id='01:08:47'>pin up starting in the center jumps out to the rim goes 100 there puts the pen</subtitle>
<subtitle id='01:08:53'>down makes a mark picks the pan up backs to the center turns one degree and does</subtitle>
<subtitle id='01:08:59'>that over and over again so it's chug-a-chug-a chug-a-chug-a chug-a-chug-a chug-a-chug-a chug-a-chug-a circle much harder way of</subtitle>
<subtitle id='01:09:07'>doing it but still a good circle and of course I wouldn't be telling this story if the fifteen-year-old were able to get</subtitle>
<subtitle id='01:09:13'>a circle at all because like most adults he's in the facts and logic stage and he</subtitle>
<subtitle id='01:09:17'>knows the most horrible fact thought up by the mind of man which is x squared</subtitle>
<subtitle id='01:09:22'>plus y squared equals R squared a very bad coordinate system and even if it</subtitle>
<subtitle id='01:09:27'>were a good coordinate system it has very little operational significance so</subtitle>
<subtitle id='01:09:32'>here we see an example of just concentrating on different mentalities</subtitle>
<subtitle id='01:09:38'>in people's skulls getting vastly different results in doing the program</subtitle>
<subtitle id='01:09:42'>and surprisingly the the the age levels</subtitle>
<subtitle id='01:09:46'>that are supposed to do less will actually do better and this led to a</subtitle>
<subtitle id='01:09:50'>slogan I made up which is the point of view is worth 80 IQ points so in other</subtitle>
<subtitle id='01:09:55'>words if you're in 60 BC and Rome trying to multiply two numbers together you had</subtitle>
<subtitle id='01:10:00'>to be a genius to be able to remember all the partial products that no Roman</subtitle>
<subtitle id='01:10:04'>numeral is generated if you're in 1380 wondering where Mars is going to go you</subtitle>
<subtitle id='01:10:08'>had to be a genius to be able to figure out all of the Ptolemaic epicycles so</subtitle>
<subtitle id='01:10:13'>it's not logic that is powerful logic is</subtitle>
<subtitle id='01:10:17'>actually a weak method because depends on fragile chains of inference</subtitle>
<subtitle id='01:10:21'>and people have used logic throughout history but mostly in inappropriate</subtitle>
<subtitle id='01:10:25'>context there is nothing illogical about</subtitle>
<subtitle id='01:10:29'>the way the alchemists or the Babylonians did things it was that they were in a context in which their logic</subtitle>
<subtitle id='01:10:34'>couldn't do much so there's this notion that the context is powerful</subtitle>
<subtitle id='01:10:39'>and if you want to be able to be good at solving problem and acting much smarter</subtitle>
<subtitle id='01:10:44'>than you are then you have to find a context that is going to do most of the thinking for you most computer</subtitle>
<subtitle id='01:10:48'>scientists know this because it goes under another heading of call choose the</subtitle>
<subtitle id='01:10:53'>appropriate data structure before you start tinkering around with the algorithm do the right data structure it</subtitle>
<subtitle id='01:10:58'>will have most of the result computed almost automatically as part of its</subtitle>
<subtitle id='01:11:03'>inherent structure and all that reminds</subtitle>
<subtitle id='01:11:07'>me of Edward de Bono's famous comment</subtitle>
<subtitle id='01:11:11'>about American business and I think it probably applies to American</subtitle>
<subtitle id='01:11:15'>universities also he said the problem with American business is when it gets in trouble it redoubles its efforts and</subtitle>
<subtitle id='01:11:20'>he likened this to if you have a bunch</subtitle>
<subtitle id='01:11:24'>of people digging for gold in a certain spot they get down 5 feet and they don't</subtitle>
<subtitle id='01:11:28'>find any go one of the the the ways they could do to resolve their problem is to</subtitle>
<subtitle id='01:11:32'>dig twice as hard and of course if gold is 20 feet over to the side then they</subtitle>
<subtitle id='01:11:37'>can dig all the way to China without finding it out and the important idea here is that problem solving all of</subtitle>
<subtitle id='01:11:42'>these things have more than one dimension and a lot of the important</subtitle>
<subtitle id='01:11:46'>dimensions for doing thinking lie along the lines of these different mentalities</subtitle>
<subtitle id='01:11:51'>and that led to a another slogan which</subtitle>
<subtitle id='01:11:55'>said well gee we don't know how to choose between these brain area mentalities the kinesthetic one is very</subtitle>
<subtitle id='01:12:03'>valuable knows where things are the image one is tremendously valuable</subtitle>
<subtitle id='01:12:08'>because it'll gives you a way of picking things out of a conglomeration very</subtitle>
<subtitle id='01:12:13'>easily it's quite a bit more efficient to pick an image from a bulletin board</subtitle>
<subtitle id='01:12:18'>than to pick an item out of a out of a linear list of symbols and the symbolic</subtitle>
<subtitle id='01:12:23'>one of course is very powerful given the right context because it can do inferencing that is not open to these</subtitle>
<subtitle id='01:12:28'>other mentalities so we thought that the right slogan would be</subtitle>
<subtitle id='01:12:32'>well gee why can't we find some way of tying these together the way we did it</subtitle>
<subtitle id='01:12:36'>was to say well one way of involving the</subtitle>
<subtitle id='01:12:41'>kinesthetic mentality is to give you something to point with so we have the</subtitle>
<subtitle id='01:12:45'>mouse they are not just because it's good to point to the screen occasionally</subtitle>
<subtitle id='01:12:50'>but because it involves the kinesthetic sense and the kinesthetic sense is the</subtitle>
<subtitle id='01:12:55'>one that knows where you are it's the one that locates you in space not your eyes your eyes are an extension of that</subtitle>
<subtitle id='01:13:01'>sense the image one there is for recognition here's a good experiment you</subtitle>
<subtitle id='01:13:06'>can try sometime get a friend to manipulate cable television movie</subtitle>
<subtitle id='01:13:10'>channels go to a random movie and see how many frames it takes before you can</subtitle>
<subtitle id='01:13:14'>say whether you've seen it before I think what that means you may not have seen this movie for 12 or 15 years and</subtitle>
<subtitle id='01:13:20'>yet after just a few seconds for most people you can identify that you've seen</subtitle>
<subtitle id='01:13:24'>this movie and usually be able to remember what comes next famous experiment by hartmann some years</subtitle>
<subtitle id='01:13:31'>ago took 25 or 30 people showed them 10,000 images spaced 10 seconds apart so</subtitle>
<subtitle id='01:13:38'>it took hours and hours to show them all these random photographs of things and even after 30 days all of the people in</subtitle>
<subtitle id='01:13:45'>the experiment had better than 90 percent recall on all of the images so</subtitle>
<subtitle id='01:13:49'>they could say with an image was one of the set with 90 percent probability they</subtitle>
<subtitle id='01:13:53'>could identify occluded portions in the image an unbelievable feat is performed</subtitle>
<subtitle id='01:13:59'>by this mentality tremendous for creativity in lots of different ways and</subtitle>
<subtitle id='01:14:03'>then this one is the one that allows you to abstract what you've done concretely</subtitle>
<subtitle id='01:14:08'>there so all of those things should go together and that was what we tried to</subtitle>
<subtitle id='01:14:13'>do at Parc so here's one of the first</subtitle>
<subtitle id='01:14:17'>versions of this interface and this is done by Dan Ingalls who after I had</subtitle>
<subtitle id='01:14:24'>invented small talk was the person who did most of the small talk</subtitle>
<subtitle id='01:14:28'>implementation and then became the major designer of small talk and this was a</subtitle>
<subtitle id='01:14:33'>crystallization of a lot of the ideas that we had all had culminating around</subtitle>
<subtitle id='01:14:38'>nineteen late 1975 around 1976 or so</subtitle>
<subtitle id='01:14:42'>this is what the small talk user interface looked like we see collapsed windows up here that</subtitle>
<subtitle id='01:14:47'>when you clicked on them would open back up again clock multiple applications and</subtitle>
<subtitle id='01:14:54'>so forth Larry Tesler who's now at Apple</subtitle>
<subtitle id='01:15:00'>had this idea this is called galley editor that documents should be able to</subtitle>
<subtitle id='01:15:05'>have different paragraph types so you might have a paragraph type of text you</subtitle>
<subtitle id='01:15:10'>might have a paragraph type that's a picture and that when you put the mouse into the paragraph it invoked the editor</subtitle>
<subtitle id='01:15:16'>for what's there and this is a metaphor that I think is going to overtake the</subtitle>
<subtitle id='01:15:20'>cut and paste metaphor that people are used to today because it's much better</subtitle>
<subtitle id='01:15:24'>in general to always work in the context of the results you're trying to get we</subtitle>
<subtitle id='01:15:28'>call it results mode interaction here's</subtitle>
<subtitle id='01:15:33'>a later version of this principle done by Bob flagel multiple views into the</subtitle>
<subtitle id='01:15:40'>same structure were first done in at</subtitle>
<subtitle id='01:15:44'>Xerox PARC by trig veer in scag a visiting professor from Norway in our</subtitle>
<subtitle id='01:15:48'>group and he was particularly interested in scheduling so here is a schedule</subtitle>
<subtitle id='01:15:54'>versus a Gantt chart for looking at the same thing and you see you selected</subtitle>
<subtitle id='01:15:59'>something here and it's the selection shows up here and it also shows up on</subtitle>
<subtitle id='01:16:03'>this list and it also shows up down here's a list of names of things so this</subtitle>
<subtitle id='01:16:07'>idea that what you're actually looking at are different views seen through</subtitle>
<subtitle id='01:16:11'>different filters is something we originally got from Engelbart but redone</subtitle>
<subtitle id='01:16:15'>in this new form in the multiple window user interface and here's the way the</subtitle>
<subtitle id='01:16:22'>interface looks today in small talk and</subtitle>
<subtitle id='01:16:30'>here's just a brief look at what that interface looked like about ten years</subtitle>
<subtitle id='01:16:35'>ago</subtitle>
<subtitle id='01:16:55'>so what he's doing is actually entering into sort of like a hyperspace window</subtitle>
<subtitle id='01:17:01'>using a pop-up menu there to get a</subtitle>
<subtitle id='01:17:05'>workspace window scrolling is on the</subtitle>
<subtitle id='01:17:13'>opposite side from what you're used to on the Macintosh and you can see that</subtitle>
<subtitle id='01:17:18'>the scroll area arrow is position sensitive the elevator Scrolls you</subtitle>
<subtitle id='01:17:25'>through the text</subtitle>
<subtitle id='01:17:33'>and small talk anything that you type can also be executed so if you just type</subtitle>
<subtitle id='01:17:38'>three plus four in the editing window or pick up something else you can say do it</subtitle>
<subtitle id='01:17:42'>and small talk will go off and do it</subtitle>
<subtitle id='01:17:50'>here's the state of the painting program</subtitle>
<subtitle id='01:17:54'>as it was almost ten years ago there's a</subtitle>
<subtitle id='01:18:00'>radio buttons that you could actually control your own features</subtitle>
<subtitle id='01:18:19'>and one of the wonderful things about giving this talk today is that we're almost at the point where I never have</subtitle>
<subtitle id='01:18:23'>to show this movie again because most of the things that we had done at Park in</subtitle>
<subtitle id='01:18:30'>this system can now are now available on</subtitle>
<subtitle id='01:18:34'>powerful micros like the Apple Macintosh - I think the final thing I'll show here</subtitle>
<subtitle id='01:18:44'>is this is a browser a structure in</subtitle>
<subtitle id='01:18:52'>invented by Larry Tesler in which when</subtitle>
<subtitle id='01:18:57'>you point to a category area it retrieves a bunch of related things so</subtitle>
<subtitle id='01:19:04'>we're looking at all the different kinds of things that we can do arithmetic on</subtitle>
<subtitle id='01:19:10'>picked integer they're looking at the</subtitle>
<subtitle id='01:19:14'>arithmetic part of things you can do two integers and looking at the operation</subtitle>
<subtitle id='01:19:19'>plus and here is the code in small talk to do integer plus and here is an</subtitle>
<subtitle id='01:19:26'>example of the debugger in the system we'll type in some nonsense we'll try</subtitle>
<subtitle id='01:19:32'>and add three to a piece of text a piece</subtitle>
<subtitle id='01:19:39'>of text says this is a string so as we</subtitle>
<subtitle id='01:19:43'>say do it to that instead of crashing the system what we'll do get as a</subtitle>
<subtitle id='01:19:48'>notification here that the string</subtitle>
<subtitle id='01:19:54'>couldn't transform itself into an integer and here we can look and see</subtitle>
<subtitle id='01:20:00'>what was going on at that time so all of the processing that was being done and</subtitle>
<subtitle id='01:20:05'>that threat of control was set aside in small talk in fact once people looked on</subtitle>
<subtitle id='01:20:13'>the disk and found 1,700 suspended processes that were just left there</subtitle>
<subtitle id='01:20:17'>during the debugging of the system now</subtitle>
<subtitle id='01:20:21'>by expanding that debugging window we got a picture of things that were</subtitle>
<subtitle id='01:20:25'>happening in that process quite</subtitle>
<subtitle id='01:20:29'>independently of the processes in small talk that are operating the Windows system and the</subtitle>
<subtitle id='01:20:34'>debugging system so here's the code that was executing here's the attempt of the</subtitle>
<subtitle id='01:20:41'>string to make itself into an integer that failed I couldn't do that because</subtitle>
<subtitle id='01:20:47'>it couldn't find any new numeric characters to transform and here are the</subtitle>
<subtitle id='01:20:52'>parameters there's the argument self is</subtitle>
<subtitle id='01:20:57'>the thing that got the message so that's three and so we got to see all of the</subtitle>
<subtitle id='01:21:04'>things we could single step it if we wished we can restart it if we wished</subtitle>
<subtitle id='01:21:09'>and so forth so the whole idea of what</subtitle>
<subtitle id='01:21:17'>we're trying to do here is comes back to</subtitle>
<subtitle id='01:21:21'>this question that I asked in the very beginning and that is what what a</subtitle>
<subtitle id='01:21:25'>computer be if it were like a pencil can</subtitle>
<subtitle id='01:21:29'>it be used by children well yes it can can it be used by adults yes it can how</subtitle>
<subtitle id='01:21:35'>low can we go to childhood can we go</subtitle>
<subtitle id='01:21:40'>into much much much lower than grade</subtitle>
<subtitle id='01:21:44'>school here's an answer to that question</subtitle>
<subtitle id='01:21:48'>it's a tape I got from the woman who's</subtitle>
<subtitle id='01:21:52'>my accountant this is her daughter age</subtitle>
<subtitle id='01:21:56'>twenty two months two months shy of her</subtitle>
<subtitle id='01:22:00'>second birthday and she's never lived in</subtitle>
<subtitle id='01:22:05'>a world that wasn't densely populated with Macintosh's because both your</subtitle>
<subtitle id='01:22:10'>mother and father worked at home and both of her mother and father had their own Mac and in fact when I found out the</subtitle>
<subtitle id='01:22:17'>little girl was interested in computers I gave her an Apple to which she rejected she wanted to Macintosh just</subtitle>
<subtitle id='01:22:23'>like her folks and she literally learned to use it by sitting on her mother's lap</subtitle>
<subtitle id='01:22:27'>while their mother was working so for this child the Macintosh is not a piece</subtitle>
<subtitle id='01:22:32'>of technology but simply more material in the Vartan environment to manipulate</subtitle>
<subtitle id='01:22:37'>though I don't believe in user surveys the one I did do with this very young</subtitle>
<subtitle id='01:22:42'>user is I discovered that she vastly preferred Macintosh with installed hard disks now given that</subtitle>
<subtitle id='01:22:51'>she can use the mouse and some people are surprised that she can without</subtitle>
<subtitle id='01:22:55'>having to look at it but in fact it's something that everybody can use it's</subtitle>
<subtitle id='01:23:00'>not too surprising that she can hit visible menu commands in Mac Paint so</subtitle>
<subtitle id='01:23:07'>when I saw this I was intrigued I'd never seen a child this young interacting with a computer before but</subtitle>
<subtitle id='01:23:15'>it I wasn't too overwhelmed until I saw what she did next she wants a fresh</subtitle>
<subtitle id='01:23:20'>sheet of paper so she hits the closed bar in the window she saves her old</subtitle>
<subtitle id='01:23:25'>drawing using the pop-up and then she uses the pulldown to get herself a fresh</subtitle>
<subtitle id='01:23:29'>sheet and she's off and running again in fact we discovered that she was about</subtitle>
<subtitle id='01:23:35'>70% literate about 70% of the generic</subtitle>
<subtitle id='01:23:39'>window commands that are found in any Macintosh application she is able to use</subtitle>
<subtitle id='01:23:43'>not just in an a visual program like Mac</subtitle>
<subtitle id='01:23:47'>Paint so</subtitle>
<subtitle id='01:23:55'>the answer is is that this stuff is for all of us and the reason it works is not</subtitle>
<subtitle id='01:24:00'>because the goodness of computer science in it although there is something there</subtitle>
<subtitle id='01:24:05'>the main reason it works is because the for some reason we decide to study human</subtitle>
<subtitle id='01:24:10'>beings and involve lots of human beings called children in our experiment and</subtitle>
<subtitle id='01:24:15'>try and stay closely coupled to them for the for a number of years and out of</subtitle>
<subtitle id='01:24:20'>that came a bunch of ideas that could not have sprung just from technology</subtitle>
<subtitle id='01:24:24'>alone so if it weren't for the multiple mentality ideas of Brynner and the</subtitle>
<subtitle id='01:24:29'>catalysis of tim Galway's inner game of tennis and a host of other sources like</subtitle>
<subtitle id='01:24:35'>Suzuki's way of teaching children violin and others too numerous to mention we</subtitle>
<subtitle id='01:24:39'>never would have thought of these ideas and implemented them the way we did I</subtitle>
<subtitle id='01:24:43'>think a good way of ending this talk is with a Winston Churchill joke which you</subtitle>
<subtitle id='01:24:49'>know all Winston Churchill jokes he's at a party after a certain number of</subtitle>
<subtitle id='01:24:53'>whiskeys and no matter what happens he's always in perfect command of the of the</subtitle>
<subtitle id='01:24:57'>English language and this joke it's rather early in the in the evening and</subtitle>
<subtitle id='01:25:02'>he's over in the corner drinking his scotch and the hostess of the party</subtitle>
<subtitle id='01:25:08'>comes over him terribly distraught and says mr. Churchill I'm really upset I</subtitle>
<subtitle id='01:25:12'>just saw a famous Earl over here steal one of my silver salt shakers what am I</subtitle>
<subtitle id='01:25:18'>to do and Churchill thought for a minute and suck his cigar in his mouth and went</subtitle>
<subtitle id='01:25:22'>over to the Earl and on the way picked up a silver salt shaker and put it in his pocket we got over to the Earl he</subtitle>
<subtitle id='01:25:28'>took it out and said I think we've been noticed perhaps we should put these back</subtitle>
<subtitle id='01:25:33'>so the moral that besides that being the reason we won World War two the moral of</subtitle>
<subtitle id='01:25:39'>that story is if you want people to go along with you you have to involve them</subtitle>
<subtitle id='01:25:43'>in the same conspiracy and user interface design is a conspiracy that I</subtitle>
<subtitle id='01:25:48'>hope more of you will get interested in thank you very much I'm Judith Lemon and</subtitle>
<subtitle id='01:25:54'>our first question is from Rensselaer Polytechnic Institute</subtitle>
<subtitle id='01:25:58'>Allen what do you feel about attempts to protect legally fundamental ideas and</subtitle>
<subtitle id='01:26:02'>graphics especially Apple's attempt to protect the neck the Mac interface</subtitle>
<subtitle id='01:26:06'>Sutherlands patenting of clipping algorithms well I think that the basic</subtitle>
<subtitle id='01:26:12'>idea of protecting inventions is something that's been around for a long time and it has done people who have</subtitle>
<subtitle id='01:26:18'>taken the energy to invent things a fair</subtitle>
<subtitle id='01:26:22'>amount of good I would like to have a tenth of a cent for every window that</subtitle>
<subtitle id='01:26:27'>opens on the screen for the next five years but I think that even in patent</subtitle>
<subtitle id='01:26:32'>law there is enormous confusion between what's an idea and what's an invention</subtitle>
<subtitle id='01:26:36'>patent law doesn't allow you to patent an idea even though nowadays ideas are</subtitle>
<subtitle id='01:26:42'>important as inventions that have been made concrete in some fashion also</subtitle>
<subtitle id='01:26:47'>there's a lot of confusion still in what it means to copyright something when I</subtitle>
<subtitle id='01:26:53'>was at Atari the earliest statutes that they used as precedent work things that</subtitle>
<subtitle id='01:27:00'>had to do a copywriting of player piano rolls back in the early 1900s so it's a</subtitle>
<subtitle id='01:27:05'>very complicated issue I think that a sort of a first principle in it is if a</subtitle>
<subtitle id='01:27:10'>company spends a lot of money paying people to invent an idea and then comes</subtitle>
<subtitle id='01:27:17'>out with that idea they should have some protection for it for a while there's I don't see any reason why we should</subtitle>
<subtitle id='01:27:23'>condone having those things ripped off if some company is paying millions of dollars other company shouldn't just get</subtitle>
<subtitle id='01:27:28'>it for free I think beyond that the situation is pretty much confused this</subtitle>
<subtitle id='01:27:34'>question Allen comes from the University of Utah where will powerful micros take</subtitle>
<subtitle id='01:27:38'>us first in five years and then in ten years well I think the simple answer is</subtitle>
<subtitle id='01:27:43'>probably not far enough the basic</subtitle>
<subtitle id='01:27:47'>industry is very conservative Wall Street wants people to stay with the 86</subtitle>
<subtitle id='01:27:53'>and 68000 architectures which i think is a big mistake there are lots more interesting things</subtitle>
<subtitle id='01:27:58'>on the horizon and the amount of computer cycles we actually need to do</subtitle>
<subtitle id='01:28:02'>things particularly that involve interaction is always grossly underestimated</subtitle>
<subtitle id='01:28:07'>so I think that the the one answer is</subtitle>
<subtitle id='01:28:11'>that the next five years and especially the next 10 years could be incredibly</subtitle>
<subtitle id='01:28:15'>interesting certainly in the 10-year horizon is the possibility of doing</subtitle>
<subtitle id='01:28:20'>real-time 3d graphics at the flight</subtitle>
<subtitle id='01:28:24'>simulator level on a desktop I believe that could be done within five years if</subtitle>
<subtitle id='01:28:29'>companies took a great interest in it so we're at a very interesting stage now</subtitle>
<subtitle id='01:28:35'>where the cost performance as I think</subtitle>
<subtitle id='01:28:39'>everybody realized it doesn't go on a steady player if it goes in jumps and</subtitle>
<subtitle id='01:28:43'>fits because the the major cost in a computer is in the packaging and every</subtitle>
<subtitle id='01:28:48'>time you can get the number of transistors up by a factor of 10 you</subtitle>
<subtitle id='01:28:52'>have an enormous change in whether you can put a thing on a board or whether it</subtitle>
<subtitle id='01:28:56'>requires a rack or an entire case ok for</subtitle>
<subtitle id='01:29:00'>again from the University of Utah computers have not been a big success in</subtitle>
<subtitle id='01:29:04'>direct teaching for example computer-aided instruction why is this</subtitle>
<subtitle id='01:29:08'>so and what can be done to improve it well I think I think I'm pretty much</subtitle>
<subtitle id='01:29:13'>after the experience I've had with working with both children and adults</subtitle>
<subtitle id='01:29:17'>with computers and at least dabbling in the areas of learning and education I</subtitle>
<subtitle id='01:29:22'>think that the the one of the best ways of thinking of a computer is very</subtitle>
<subtitle id='01:29:27'>similar to thinking of what a piano means in teaching music and the piano</subtitle>
<subtitle id='01:29:34'>have can amplify musical impulse we can only sing with with one voice if we want</subtitle>
<subtitle id='01:29:41'>to play a four part view we have to use some something mechanical like a piano</subtitle>
<subtitle id='01:29:45'>to do it and it can be done very beautifully but for most people the</subtitle>
<subtitle id='01:29:50'>piano has been the biggest thing to turn millions of people away from music for</subtitle>
<subtitle id='01:29:54'>the rest of their lives and I think the way to sum it up is just to say that all</subtitle>
<subtitle id='01:30:00'>musicians know that the music isn't in the piano if it were we'd have to let it vote and because of that that says in</subtitle>
<subtitle id='01:30:07'>any situation where education and learning is involved that you first have to develop a curriculum based on ideas</subtitle>
<subtitle id='01:30:13'>not on media the media can be amplifiers of those</subtitle>
<subtitle id='01:30:17'>ideas but you have to have the ideas first and I think the reason computers</subtitle>
<subtitle id='01:30:21'>have failed is that almost everybody no matter which way they try and use</subtitle>
<subtitle id='01:30:25'>computers have wanted the computer to be some sort of magic ointment over the super ating wound of bad concepts and I</subtitle>
<subtitle id='01:30:33'>think as soon as people get with what we saw is an amazing learning experience in</subtitle>
<subtitle id='01:30:38'>the Tim Galway tennis experience and that is something that can extend and be</subtitle>
<subtitle id='01:30:43'>amplified by machines and especially computers but first we have to have the</subtitle>
<subtitle id='01:30:48'>ideas another University of Utah</subtitle>
<subtitle id='01:30:52'>question my old alma mater yes coming through what new developments to see</subtitle>
<subtitle id='01:30:56'>coming for the disabled well there I think that's a particularly interest of</subtitle>
<subtitle id='01:31:01'>mine because my father was a prosthetics prosthetist and something I've been interested in</subtitle>
<subtitle id='01:31:06'>for many years and I just wish more people were working on it the technology</subtitle>
<subtitle id='01:31:12'>is there to do an enormous amount for</subtitle>
<subtitle id='01:31:16'>the 10 million of Fay's --ax as an example there I think there are 20</subtitle>
<subtitle id='01:31:20'>million people in the United States right now I've had strokes 10 million of them suffer a fair amount</subtitle>
<subtitle id='01:31:26'>of speech impairment is quite possible to do technology that they can carry</subtitle>
<subtitle id='01:31:30'>around that allow them to carry on normal conversations about things just</subtitle>
<subtitle id='01:31:34'>an enormous set of areas and I think for people who are interested in user</subtitle>
<subtitle id='01:31:38'>interface it is another area that gets you out of the McLuhan fishbowl and into</subtitle>
<subtitle id='01:31:43'>a context where you have to go back to first principles and re-examine things so I think it's I think the future there</subtitle>
<subtitle id='01:31:48'>is very bright but we need more people working in it Ellen whatever happened to</subtitle>
<subtitle id='01:31:54'>Molly Molly yes well it's a wonderful</subtitle>
<subtitle id='01:31:58'>story because after that experience with</subtitle>
<subtitle id='01:32:03'>Tim Galway she came up this is a 1975 she came up to him afterwards and said</subtitle>
<subtitle id='01:32:08'>hey does this stuff work for weight control and Tim said well gee I don't</subtitle>
<subtitle id='01:32:12'>know let's see if we can figure out something so they figured out something</subtitle>
<subtitle id='01:32:16'>and Molly over the next year took off</subtitle>
<subtitle id='01:32:20'>all of her weight and became a very good</subtitle>
<subtitle id='01:32:24'>Media tennis player and for the last number of years has run an inner game</subtitle>
<subtitle id='01:32:30'>weight control clinic in Los Angeles is a business she set up herself to apply</subtitle>
<subtitle id='01:32:34'>the principles that she'd used to take off all that weight so this whole</subtitle>
<subtitle id='01:32:38'>experience completely transformed her life part of it she had never thought of</subtitle>
<subtitle id='01:32:42'>herself as being a physical person she never really thought of herself as</subtitle>
<subtitle id='01:32:46'>having a body and this experience got her in touch with that whole body</subtitle>
<subtitle id='01:32:50'>mentality she'd never been in touch with before and that's part of the secret of</subtitle>
<subtitle id='01:32:55'>controlling your weight okay and the</subtitle>
<subtitle id='01:32:59'>final questions two parts first of all in terms of increasing human potential</subtitle>
<subtitle id='01:33:04'>what do you see as the most important challenges for students today well I</subtitle>
<subtitle id='01:33:09'>think the I mean I see going well I felt</subtitle>
<subtitle id='01:33:13'>like when I was in college elementary school all the way through except for graduate school I always felt</subtitle>
<subtitle id='01:33:18'>like a gorilla warrior where the major task I had was to retain any sense of</subtitle>
<subtitle id='01:33:25'>myself and my own ideas while I was going through this incredible mill of</subtitle>
<subtitle id='01:33:30'>different hurdles other people had set up and so I think that I think that's</subtitle>
<subtitle id='01:33:37'>number one number two I think is for any students who are interested in going</subtitle>
<subtitle id='01:33:42'>into science and the engineering they have to realize that both of those are art forms and that the both of them are</subtitle>
<subtitle id='01:33:50'>sterile exercises without an aesthetic feeling and that the liberal arts are</subtitle>
<subtitle id='01:33:55'>the best place to develop your aesthetic feeling so I am pretty much even against</subtitle>
<subtitle id='01:34:01'>having strong concentrations in engineering computer science and those</subtitle>
<subtitle id='01:34:06'>things at the undergraduate level I think people should try and get a really</subtitle>
<subtitle id='01:34:10'>solid liberal arts background hmm but I mean solid I mean of the kind</subtitle>
<subtitle id='01:34:14'>that they would call solid on the continent not in the US and then use</subtitle>
<subtitle id='01:34:20'>that as an endless well for ideas and</subtitle>
<subtitle id='01:34:24'>metaphors that you can use when you're doing science and engineering I think</subtitle>
<subtitle id='01:34:28'>anybody who's ever read about famous scientists knows that the strongest</subtitle>
<subtitle id='01:34:33'>connection they have or there work is not technical a bit aesthetic and so finding the aesthetic and</subtitle>
<subtitle id='01:34:39'>yourself and developing aesthetic in yourself I think is the biggest challenge and the last part of the</subtitle>
<subtitle id='01:34:44'>question is what are you setting as your next challenge well I think for somebody</subtitle>
<subtitle id='01:34:49'>in their 40s in a field that's only 40</subtitle>
<subtitle id='01:34:53'>years old or so has has the challenge of</subtitle>
<subtitle id='01:34:57'>the basic challenge I think that we all have but especially as we get older is</subtitle>
<subtitle id='01:35:02'>the challenge of renewal renewal I think is a very special word and I I like to</subtitle>
<subtitle id='01:35:08'>use it instead of education the education has strong connotations but I</subtitle>
<subtitle id='01:35:13'>think renewal is what it's all about renewal means always being able to sidle</subtitle>
<subtitle id='01:35:21'>up to a new problem and try and see it</subtitle>
<subtitle id='01:35:25'>from a fresh point of view I find as I get older it is harder and harder to see</subtitle>
<subtitle id='01:35:30'>things from a fresh point of view and so for me the kinds of things I need to do</subtitle>
<subtitle id='01:35:34'>are to for instance be able to do more</subtitle>
<subtitle id='01:35:38'>music I used to be a professional musician and still very interested in it</subtitle>
<subtitle id='01:35:42'>and I find the now that when I have a fair amount of contact with music during</subtitle>
<subtitle id='01:35:47'>the week that my ideas are fresher in the computer science domain otherwise</subtitle>
<subtitle id='01:35:51'>there's a tendency to just keep on thinking old thoughts and old pathways</subtitle>
<subtitle id='01:35:56'>thank you very very much and thank you</subtitle>
<subtitle id='01:36:00'>for joining us today we invite your comments and questions on this</subtitle>
<subtitle id='01:36:04'>presentation and we hope that you will make nominations for future speakers and</subtitle>
<subtitle id='01:36:10'>topics if you're viewing this lecture on tape we've installed some feedback</subtitle>
<subtitle id='01:36:15'>postcards under the label of the video cassette if you're not feeling it</subtitle>
<subtitle id='01:36:19'>viewing it on tape our address is at the end of the at the end of this</subtitle>
<subtitle id='5783'>presentation thank you very much </subtitle>