Difference between revisions of "The Computer Revolution Hasn't Happened Yet (2007)"

Latest revision as of 22:24, 26 November 2021

thank you for

inviting me to give this talk i wasn't able to

travel to italy this time around

and so we tried to capture the talk as i would

have given it in in rome today

this symposium is about

the evolution of digital media

but i've always been more interested in revolutions and i'd like to

case in this talk that the computer revolution

hasn't happened yet and we've seen some

of the beginnings of it but i'd like to make

the history of printing

and first looking at the printing technology

which happened around 1450

or so using

some ideas that the chinese had done much earlier

but adding to it the

invention of how to make lots

of high quality pieces of type rapidly

and cheaply and so this led to an explosion

of presses across europe

and one of the technical futures for printing

was web printing which

started happening a little over 100 years ago powered

by the industrial revolution the

less expected future is what's

the last 25 years or

where printing via

inexpensive laser printers has moved

into people's homes and reading has

started to move away from using paper at all

all connected by a worldwide

network the publishers

25 years 35 years

ago didn't really understand it and didn't

believe it and now they're they're trying to cope with this

but i would claim that this is not a particularly interesting

future for printing another

looking at what happened to printing is to look at how content

changed so here's a gutenberg bible

big book like

this very heavy looked as

much like a handwritten manuscript as possible

in fact they brought in people who call rubricators

who did the illuminations by hand after

the ex printing was done relatively inexpensively

so they got something that looked like a proper

book to them but

most of the books that have been printed since

then were not like this so the this first

edition of

printing was not like what the future printing

like a printer

in venice my favorite

hero aldous monouchious i

like to think of him as aldo monuccio made

small books he had to invent

more readable fonts to

read things in most

of his books were not about religion but about philosophy

some of them were in greek and

latin but many of them were also in italian

d eldest sent

his sons all over europe to

try to find material to print in these little

books like this that he called the portable library

these books were inexpensive enough so that

they could be lost without it being a

tragedy unless printing started to

spread in a very different way

so that was about 50 years after the

invention of the press about 1500

and 100 years later we start

seeing parts of the real revolution of printing which

is the new ways of thinking and arguing that were

bought brought by the press another one of my heroes

another italian galileo

started looking at the world in a different

way along with kepler and a few others

and science started to get invented

and about 60 years after that

newton

completely revolutionized the way we think about the world

with his principia mathematica which

talked about how

forces masses and

gravity motivated the system

of the world and about a hundred years after

we start seeing governance

changing in a big way for instance here's the constitution

of the united states of america in the late

18th century and so what happened

here was the printing press stayed more or

the same during this period but

the way people started using it and thinking about what it would mean

to be able to present closely

argued reason and

reasonable ways of thinking about the world backed

up by evidence this changed the way we look at

world and one

way to look at this is that if you were born in 10 000

bc with an iq of 500

get very far you might be able

to outwit your fellow cave people

fellow villagers but

iq is not the dominant thing in making progress

humans band together

we have culture we have a way of passing

on solutions for living ingenious

things that we found out about the world we

call that knowledge but we have to ask what kind of knowledge

because this is tempered by the outlook

that we have so for instance

traditional cultures

have an outlook that the world is motivated by

spirits of some kind and the way we deal

with spirits is to pray to them and appease them

engineering

um three four thousand years

bc started bringing up kind of gear-like

chain-like ways of thinking about how cause

ffect articulate and so we have

a kind of a progression of starting with

engineering and the invention of mathematics

greeks and then many

in the 16th century

sort of the first invention of real science by

newton and

in this last century science

has changed and become much more ecological

about it looks at systems rather than

articulating gears and one way to

that if you have a

clock and it doesn't work you can fix it if you have a system

doesn't work you can only negotiate with it

and so these are very very different ways of thinking about

knowledge

and when you have a system you usually the

most interesting relationships are not additive

so if you put a rabbit into australia you

do not get the old australian ecology plus some rabbits

you actually get a completely new ecology

one in this case that was detrimental

to the existing ecology

one of the ways of thinking about changes in systems

is that what we think of as normal

the stuff that we don't notice is qualitatively changed so all of

a sudden we notice it for a while until we get

used to it and many of the most important things

that we think about are ecologies human minds

societies and human media

nd discourse

itself what we're doing right now is a kind

of an ecology and it's driven by

ideas but everything reacts and co-evolves

so that ideas need language to

talk about them rhetoric to express them in various

ways we write things

down in various ways to transmit them to other people

of literature the methods that we use to

deal with the ideas are conditioned

the things that we can learn and

this leads to new ideas and and so forth

one of the most important things is that the notion of language

expanded the greeks did this but galileo

great line he said that the universe

cannot be read until we have learned the language and become

familiar with the characters in which it is written

and he said it is written in mathematical language

and the letters are triangles circles and other geometrical

figures without which means it is humanly impossible

comprehend a single word so what galileo

is talking about here is that the normal

natural language discourse may not be strong enough

or pointed enough to deal with all

of the ideas we have a simple example of that

is just to think of the conventions for making

a modern map of the world there's very little

of natural language there but many many

geometric and graphical conventions

and so when

the computer comes along what we really want to be interested

is what is unusual

about it what what is it doing that is not

just replacing the old media that it's displacing

and this is douglas engelbart in the 60s

the guy who invented the mouse this is a picture

taken last week but it was taken

40 years ago

with the start of the invention of personal

computing and i got interested

in this and thought of doing some of englebart

stuff on a desktop computer

and this is a machine that

i and ed cheadle made in the late

60s and while we're working on this i started getting the

idea about a children's computer

that was the size of a of a notebook and i got this

idea because of work that seymour papert had been

doing with children and for example he found

that if you use the body-centered

young child's view of the world

for thinking about mathematics then you could get

them to do mathematics that they normally wouldn't be able to

do for for many years in the future so for example

we normally think

of a circle as being x squared plus y squared equals

r squared in

analytic geometry but to a child

the circle is making a circle with their body so

they're going a little and turning a little and going a little and turning

little if you make a programming language that uses

that idea like forward five and turn five

and can repeat it over and over again then

you can make this mechanical turtle or in this case a screen

turtle draw a perfect circle

and this is because

this form of mathematics which is only about 150

years old partially invented by

carl gause called differential geometry

is actually in the cognitive space

of the way children can think about the world

so these ideas about personal computing

led to a bunch of us going to the xerox

palo alto research center

35 years ago and starting to invent

various of the technologies that we

use in personal computing today like the

personal computer with bits bitmap screen

and laser printer and the ethernet and so forth

all the while working with children the reason

working with children is because

the printing revolution took about 150 years to really

happen so in the 17th century

not a single person was alive

who had been alive when the printing press

was invented it took normal

humanity regular people

150 years to start

understanding what the printing press was about and this only happened

because children grew up in this technology and gradually

came to understand what it was about now of course

aldus and his friend erasmus

understood this very early

and there were people in the 16th century who understood

this very early but for the large mass of people to

understand it it took much much longer

and so part of the effort here at xerox park was

to try to short circuit this

as quickly as possible because we wanted to see

the printing revolution before all of us died

the last 25 years have commercialized these

inventions so these are all things that were originally

done at xerox park the desktop and laptop

computer ideas the overlapping windows

and icons desktop publishing and wysiwyg

the larger research community

that we're part of and

xerox park together did the internet the laser printer

object-oriented programming and ethernet and so forth so

this is a large payoff

of these ideas done

in the research lab in the 70s but there's

a real problem and that is that the

commercialization of this stuff

left out the most important piece of this

technology which was a computer for

children the computer

for the people who are actually going to bring on the real computer

revolution and so pretty much most of the last

25 years has been just

digitizing old media

so we have digitizations of texts and of pictures

and of movies and of

sound recordings and a few

linkages but pretty much none of

what the computer is really good for has

come into the world of the ordinary computer

user in fact many people think that

what they have today is all a computer can do

and in fact the the opposite is the truth

what the computer is doing today for most people is one percent

of what it's really interested

so a few years ago several of us old

timers got sick of this and decided

to make a computer's children children's

computer happen all by ourselves and this is spearheaded

by my old friend nicholas negripati

and it was based partly on the idea that

a dvd player with a small display

and requires a computer for doing signal

processing can be made to be sold

for about 122 dollars and so we thought

it should be possible to actually make a design that

would be around a hundred dollars that could

be aimed at the

third world initially

and how do you make such a machine well part

of it is to look at where the costs go in the computer that you have

so about half of those costs are sales marketing

profit and distribution so we set up a non-profit

called one laptop per child to do this so

nicholas sells directly to countries

and so we don't have any costs

for sales marketing profit and distribution the countries

do the the distribution

for-profit software like microsoft

and so forth we use open

source software which is free

so there are no costs there

the display on a computer is the next largest

cost item and we invented a new kind of display that's much

much cheaper and the next high cost

item is the hard disk and we use a flash

memory like the ones

that you have in your cameras to cut that down and so

the result here is about 100 dollars

and you turn this into a real

machine you get something that looks like this this

is all the electronics in it not a lot these days

and late last year we started

build our first thousand in

a factory and put some of them into

some of the countries that are going to to buy these machines

so this is about roughly about two years

of work we're part part way into

the the third year

and the machines are full function and they have

a novel network which

automatically links up when any computer is on and it forms

something like the old arpanet that we did in the

60s and if any one of these

machines is within range of an internet

node then all of these machines are connected

to the internet one of the secrets

of the machine is this marvelous display

invented by mary lou jepsen the chief technology

officer and it has very

very high resolution about 200 pixels

to the inch 1200 by 900 and

works very well in this in sunlight and

also with backlighting

one-seventh the power consumption one-third the

so all of these things together are really the

gating technology that allows a really interesting

100 computer to be done and of

course people will use this machine

to imitate the old technology the

high resolution of the screen allows extremely readable

text so here's a page from a book and here's what it looks like

on the machine and this doesn't do it justice because i'm

showing this slide on a 768

by 1024

format

which is much coarser than the screen

which is actually 900 by 1200 here and

then we're making this into a video which

is making it even more coarse so it's worthwhile looking at the screen

in person

and of course just being able to do that for a hundred dollars

is a revolution of a kind

a small revolution because you can make books

and put books on it at the cost

of about 0.2 euros

200 to 500 books or so

can be put on this machine

for the total cost of a hundred dollars

but

he very near future

years this machine

is going to go from a hundred dollar machine down to a fifty maybe

even a twenty dollar machine and this is because

the new technology of conductive

plastics that have semi-conductive

properties can actually make these

not just flexible machine displays but

can incorporate the computer technology in there as

well in a in a form that is much

to make much more robust

much smaller

pretty much all good things and no bad things

we can expect to see over

the next 10 years or so and this will be another

kind of technological revolution

but if we look at the goals of

making a societal amplifier that's kind of like printing

then if we come down

here and the easiest part is to make this hardware

sounds difficult because nobody has done it before

but it's actually partly because none of the manufacturing

interests have been

interested in it so this is pretty

down here free software

we talked about i'm using

to give this talk the actual software that will be

on the 100 laptop so this is a 100

laptop presentation

and um

various of us have been working on content and

pedagogy over the last 35 or 40 years

we know a little bit more about it now than than we used to

and we need to explore this a little bit to

see what kind of thing children might do but

i'll come back to this at the end of the talk

has some new things that children can learn

is that children learn in a social

system that involves mentors of various kinds

and of course a lot of mentors are their peers

who induct them into the what you might call the

popular culture the village culture way of

doing things but parents and teachers are

key and in most parts of the world parents

and teachers don't know a lot about

math and science and so the mentoring problem

is severe in europe

and the united states in japan

and of course it is most severe in the third world

where the average education

of an elementary school teacher is itself

only about sixth grade so this

is a problem that

is a tough one because we can make millions of

100 laptops and distribute them

just in a few months but we couldn't make

a thousand teachers uh in

four or five years so

this gap between the environment

in which learning is done and the

technology that can amplify the learning

is getting larger and larger one of the possible solutions

for this is to make the technology be more

of a teacher i'll talk about that just a little bit

more but right now let's take a look

at a couple of the things that

might be done on this so the first first thing

i'm going to do here is to make

[Music] one of the first things

most children make on this

which is a little car that they can

drive and

so i'm going to paint this car

from the top and

paint it pretty much as a as a

child would do it

putting in a few little

reflections there and most children

to put very powerful large

[Music] wheels on the car

so they wind up making something like this

and so far this is

just a drawing i can move it around

i can make it larger

and smaller i can give it a name i'll call it

but i can also look inside

of it and i can see some

car has so for example

here's a behavior called car forward

what happens if i move the car forward well

it goes forward and what happens if i tell the

car to turn and if i want to do have

the car things do over and over i can just drag these guys out

here and start the

car going and we see we've got now something like seymour pappard's

turtle but with a with a costume

on it and the children can experiment

with steering the car here

by changing the numbers here so what if i

go down to zero

the car goes straight if i go

negative numbers starts turning

but this isn't really like driving

a car what i really want to do is to make make a steering

wheel and so i'm going to

just draw another steering wheel

ike this

and it's exactly the same kind of thing as a car but i'm going to give

slightly different behavior so if i

if i look inside of it let's call it

wheel here as long as i'm here

if i look inside of it

i see it has the very same kind of stuff inside

and this forward and turn

thing called heading if you watch this number

here when i turn the wheel see

that goes positive and negative if you

remember positive and negative numbers in here change the car

uh car's direction and so if

i pick up the name of those numbers coming out of the wheel

and drop it in here then i might be able

to steer the car

by turning the wheel

this is very pleasurable for the children but the children have

also learned what is usually a hard to learn idea

for children which is the idea of a variable

and our experience has been that children learning

a variable this way never forget what it is

and how it how it actually works of course

there are many things that can be done here but

let's take a look at a slightly more serious aspect where

we make a we have a couple of cars here

what we're going to do is make these cars

really small and pretend that they're people

and have them move around in a village and we'll say that

the red one is infected with some sort of disease

and the blue one is not infected

so with just two cars in there we see we have just a couple of

dots here and if i tell them to start moving

you can see the probability that they're going to

touch each other is going to be very very low

so this is a disease that is

not very communicable so

i'm going to stop that now what happens if we have

a thousand

villagers and here's the red guy the one

infected now we can see that they're very

together and so the probability that this red guy is going

to be high

and when he touches the blue guy will make him red also

let him be infected also so let's see what that looks like

so it happens very quickly and here's

the all of the ones getting infected and

if this is a deadly disease then they've all died

here happens very very quickly

and we can do this very easily on the computer because

the computer can make things very

very quickly and inexpensively so let's

try this with 500

the probability is of infection is a little bit lower

but we can see as soon as a few get infected

the disease here is very efficient and

all wind up dying

so what if we go to let's say 80.

so now it's quite sparse

hardly anything is happening

but

in fact

because this disease is

contagious and has no cure

eventually they all

contract the disease and they all die so

ne of the problems in the world today is that we have

some diseases that are like this last one

which take a long time to even be noticed

so this first one i showed is like typhoid

happens very rapidly it's very dramatic

people start doing something about it but this last

disease is like aids aids takes

about five years to incubate

and so if you know that diseases

contagious deadly and incurable

are always going to wind up

doing this then you might take

uh action much

much earlier even when it doesn't seem like

is going wrong if you don't understand this about diseases

then you might use your common sense

down here and say oh nothing is happening

therefore we're not in danger let's just ignore it

now the sad thing is is that

in the underdeveloped parts of the world about 100 million

people are now infected with aids precisely

because the common sense reasoning

was not strong enough to deal

of of threat

whereas a child can very

easily sit down and experiment with a

little script experiment with

contagion and quickly

understand in a visceral way

when

something is detected that is deadly

even if it takes a long time that something should

right away and by the way

the the other little known fact in most parts of

the world is that the largest factor

in dealing with infectious diseases is actually

sanitation it's you know

we have wonder drugs and and so forth and

eventually these are likely to

be stronger than sanitation but right now the strongest thing that we

have is sanitation the understanding

ability to imagine very very tiny

organisms that are trying to eat us

all of these things that are very difficult to think about

can lead to actions in

the large that will save hundreds of millions

o another interesting area

is this form of thinking that's called mathematics

and it's generally thought

that children can't do this very well and so we teach them

simple arithmetic and

we wait until high school to try and teach the mathematics and this doesn't

work very well the truth is the children can actually

learn mathematics relatively

easily if you put it into their context

and one of the places in the world that's most

famous for doing this with young children are

the fabulous kindergartens at reggio emilia

which i've been to a number of times and they are truly

inspiring out of kindergarten in

the united states first grade we

found a marvelous teacher julia nishijima

who was showing her

children how to do real math also so

in this case the idea is you take a single

tile of some kind like a square or a

triangle or a trapezoid or a diamond

and make progressively the next larger

sizes of that particular shape

you can see trapezoids here a little bit

challenging but the children do this

individually and then

one of the things that she did was to after the children had done

this constructive exercise she would get them to

try and look at it in a reflective way

thinking about it much slower or less action

and try and write down something about what they've done

so in this case

lauren here noticed that the first one took

one and the next one took three additional ones

the next one took five additional ones the

next one took seven additional ones and the total

was one the total was four total

was nine and quickly she saw oh these are just

the odd numbers and the

total numbers are look like the square numbers you can see she wasn't

oo sure about 6 times 6 here

but she discovered two progressions

here that have great interest beyond just

growth laws these two progressions are sometimes

called first and second order differential equations

in this case they're discrete the

uh constant uh that

drives this one is two so there's a two

between each one of these and then if you add

the the two of these to this you get

and if you add four and five you

get nine you add nine and seven you get sixteen and so forth and

so this is a generative scheme for growth but it

also happens to obtain in much

elementary physics of the kind that newton

invented and

we can for instance look at this

terms of making our toy

car here move across the screen okay so

one of the one of the things that we can do here is to

think about using these progressions for a

ride wide variety of phenomena like

speed and motion so here we're going to set

the car's speed to 30 each time

and we're going to change

the car's position on the screen each time

further to the right by

that car's speed so let's see what happens we'll drop a little

dot here and we see

that these dots are evenly spaced 30 apart

and the car is going across the speed at a uniform

rate

so if we make the

car's speed 50 here

the car goes faster but still at a uniform

rate now

what if we instead of making

the car's speed constant we will actually

reset it

and get the car's speed to increase

by 20 each time and go across

o this

is what the kids were measuring with

their little little blocks except the cars

the speed of the increase in size

was two and you get this

growth law of the speed increasing

constant amount and the distance increasing by an

exponential amount and of course

for races

what we want to do is to do something more

like use a random speed so if i

go in here and pick up a random

tile here and say make something

like 50 and

now the car's speed will be

different amounts we can see the car

going jerkily forward and so forth so this is a way of modeling

uh speed and

acceleration in a way that children can understand

now let's visit another

favorite italian here galileo

who is very interested in speed and acceleration

and particularly about falling objects and

let's listen to this classroom of 11

about how fast or how

slowly objects of different weights

might might go so i'll play this little movie

and the objects that you think will fall to the earth

of time

they think the heavier one is going to fall faster

both hands oh do not

how do you determine this

o we decided let's

drop them off build them

at the school and they'll use

of course the stopwatches don't

work very well when did he actually drop it

[Music] i think we should

do the shot put and the sponge ball

because they're two totally different weights

and if you drop them at the same time

maybe they'll drop at the same speed drop both of them

together which is exactly what galileo did

we get a direct

way of looking at this so important thing to think about

is that aristotle didn't think to do this

and st thomas aquinas didn't think to do this because he believed

in aristotle and galileo

is perhaps and we know that probably

aristotle didn't ask a child and st thomas aquinas

didn't ask a child galileo might have been the first

adult in thousands of years to be able to

still think like a child we found that

in every classroom of 30 children there's usually one child

who will think that you should just drop the

see what happens

and so we get this

qualitative result that

things are falling somehow

the same way regardless of their weight well

actually we can go further than that we can

take a movie of how

things fall and

but how can we understand it so one of the things we can do is single

movie but still pretty difficult

in this system the movies

are actually made out of

the same stuff that the children manipulate and so

we can pull the frames

out and we can even stack

the frames up and when the children see this stacked

pattern like this they immediately say accelerations

and so what kind of

acceleration and what they do is

they measure from the bottom of the ball here to

the bottom of where the ball has gotten to

about five frames later and

when they measure from the bottom of

this ball to the bottom

of where the ball has gotten to five frames later they see that this

a bigger than that one of course that's what we see here

so some acceleration is taking place

and so if we measure again

here and measure again

we can compare these by

stacking them up let's see if

enough if i stack

it up here

like this

and we see that this little patch here

is the amount more that the ball

traveled the next time and the patch here is the amount

more that traveled from here and the patch here is the amount

more and so this is the acceleration

of the ball and looks pretty constant that's

what the children were playing around with their cars so they very

quickly write a program

that's just like the one that they did for the car where the

they make a simulated ball here and the ball speed

increases by some constant amount and we

change the vertical position by the ball speed and

so if we started going like that it

seems to fall but how can we

determine that

the what we've got here is

an accurate model of what was happening in the physical world

and here's how tyrone decided to do it

and to make sure that i was doing

it just right i got a magnifier

which would help me

figure out if the size was just right

after i'd done that i would

go and click on the little basic category

button and then a little

menu would pop up and one of the categories

would be geometry so i click on that

and here it has many things that

have to do with the size and shape

of the rectangle so

i would see what the height is i kept

going along the process until i had them all

height i subtracted the smaller

from the big one to see if there was a

kind of pattern anywhere that

could help me and my best worked

so in order to show that it was working i decided

to leave a dot copy so that it would show

that the ball was going at the exact right speed and acceleration

so we can see that

tyrone decided to just leave dots

like he had with the car and that the dots lined up

with the actual physical phenomena and that

is a way of showing that this is was an accurate

way of modeling

the constant acceleration of gravity

the the

xponential increase

in the distance covered another way to

do this is to just run the simulated

ball against the movie so we can see here

that they're tracking along very well

and that's another way of verifying that the

mathematical model here is

actually uh in

accord with uh nature and

of course there's a nice little payoff once

you've done that once you've made a model of gravity you can

apply it to anything so why not make a spaceship

trying to land on the moon and if we start

it going and don't do anything then this spaceship will just

crash and

if we put a motor if we think of

gravity as a velocity eater a motor

is a velocity producer

so that's a little one line thing that connects up the

the joystick

here so i'll start this off and

turn on the rocket motor here

and the effects

of showing the flame here is this little script

and the crash if you're going too fast is this little script

this is a game that people used to pay money for called lunar

lander but it's within in the the range

of an 11 year old or a 12 year old

this is so the computer allows

to experience the thing that

mathematicians and scientists

know about math and science and that is it's fun

the the reason we do it is that it's fun

it's illuminating it's exciting it's

art and it's fun

and i don't believe it's possible to learn math and science without

being introduced to the fun

the intrinsic reasons for doing this stuff

and so we see that the computer has something very very special

that books don't have

because computer in a sense is a book that can read

itself it's a book that can go

from claims in language

to being able to carry out these claims in simulations

this gives us a different way of both learning

about what an epidemic is but also arguing about what an

epidemic is learning about what

physical dynamics are arguing about what

physical dynamics are and it's a way of

doing this for children at a much earlier age

than has ever been possible before

and now on the 100 laptop it can be done

really inexpensively and be sent around

world so to

finish up here i just want

to the cautionary part of this is that

just like the potential for democracy

was in the printing press in 1450

but it took 200 years

before people were even strongly writing essays

about it and it took until the 18th century until

it really started happening the potential

for science

was in the printing press in 1450

but it took again

until the 17th century before

people a few people started looking at the world

in a different way started writing about it got a few more people looking

at the world in a different way

so the big revolutions

are a bit like epidemics

there are ecological phenomena and they take

a long long time if the revolution is going to be a big one

most people don't notice the revolution happening

at all and certainly with computing most

don't notice the revolution

at all and it could take

another 50 years unless we can do

something about the mentoring systems so i

urge all people who are interested in this problem

to think about mentoring think

about ways of changing

the dynamics of mentoring in our society

both through humans on the internet

better attention to teacher training but also

to thinking about how the computer might be a

better teacher than it is today thank you very much and thanks

Difference between revisions of "The Computer Revolution Hasn't Happened Yet (2007)"

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+<subtitle id="0:0:0">thank you for</subtitle>
+<subtitle id="0:0:3"> inviting me to give this talk i wasn't able to</subtitle>
+<subtitle id="0:0:6">travel to italy this time around</subtitle>
+<subtitle id="0:0:9"> and so we tried to capture the talk as i would</subtitle>
+<subtitle id="0:0:12"> have given it in in rome today</subtitle>
+<subtitle id="0:0:15"> this symposium is about</subtitle>
+<subtitle id="0:0:18"> the evolution of digital media</subtitle>
+<subtitle id="0:0:21">but i've always been more interested in revolutions and i'd like to</subtitle>
+<subtitle id="0:0:24">case in this talk that the computer revolution</subtitle>
+<subtitle id="0:0:27"> hasn't happened yet and we've seen some</subtitle>
+<subtitle id="0:0:30"> of the beginnings of it but i'd like to make</subtitle>
+<subtitle id="0:0:33">the history of printing</subtitle>
+<subtitle id="0:0:36">and first looking at the printing technology</subtitle>
+<subtitle id="0:0:39"> which happened around 1450</subtitle>
+<subtitle id="0:0:42">or so using</subtitle>
+<subtitle id="0:0:45"> some ideas that the chinese had done much earlier</subtitle>
+<subtitle id="0:0:48"> but adding to it the</subtitle>
+<subtitle id="0:0:51"> invention of how to make lots</subtitle>
+<subtitle id="0:0:54"> of high quality pieces of type rapidly</subtitle>
+<subtitle id="0:0:57"> and cheaply and so this led to an explosion</subtitle>
+<subtitle id="0:1:0"> of presses across europe</subtitle>
+<subtitle id="0:1:3"> and one of the technical futures for printing</subtitle>
+<subtitle id="0:1:6"> was web printing which</subtitle>
+<subtitle id="0:1:9">started happening a little over 100 years ago powered</subtitle>
+<subtitle id="0:1:12"> by the industrial revolution the</subtitle>
+<subtitle id="0:1:15"> less expected future is what's</subtitle>
+<subtitle id="0:1:18">the last 25 years or</subtitle>
+<subtitle id="0:1:21">where printing via</subtitle>
+<subtitle id="0:1:24"> inexpensive laser printers has moved</subtitle>
+<subtitle id="0:1:27"> into people's homes and reading has</subtitle>
+<subtitle id="0:1:30"> started to move away from using paper at all</subtitle>
+<subtitle id="0:1:33"> all connected by a worldwide</subtitle>
+<subtitle id="0:1:36"> network the publishers</subtitle>
+<subtitle id="0:1:39"> 25 years 35 years</subtitle>
+<subtitle id="0:1:42"> ago didn't really understand it and didn't</subtitle>
+<subtitle id="0:1:45">believe it and now they're they're trying to cope with this</subtitle>
+<subtitle id="0:1:48">but i would claim that this is not a particularly interesting</subtitle>
+<subtitle id="0:1:51"> future for printing another</subtitle>
+<subtitle id="0:1:54">looking at what happened to printing is to look at how content</subtitle>
+<subtitle id="0:1:57"> changed so here's a gutenberg bible</subtitle>
+<subtitle id="0:2:0">big book like</subtitle>
+<subtitle id="0:2:3"> this very heavy looked as</subtitle>
+<subtitle id="0:2:6"> much like a handwritten manuscript as possible</subtitle>
+<subtitle id="0:2:9">in fact they brought in people who call rubricators</subtitle>
+<subtitle id="0:2:12"> who did the illuminations by hand after</subtitle>
+<subtitle id="0:2:15"> the ex printing was done relatively inexpensively</subtitle>
+<subtitle id="0:2:18">so they got something that looked like a proper</subtitle>
+<subtitle id="0:2:21">book to them but</subtitle>
+<subtitle id="0:2:24"> most of the books that have been printed since</subtitle>
+<subtitle id="0:2:27"> then were not like this so the this first</subtitle>
+<subtitle id="0:2:30"> edition of</subtitle>
+<subtitle id="0:2:33"> printing was not like what the future printing</subtitle>
+<subtitle id="0:2:36">like a printer</subtitle>
+<subtitle id="0:2:39"> in venice my favorite</subtitle>
+<subtitle id="0:2:42"> hero aldous monouchious i</subtitle>
+<subtitle id="0:2:45"> like to think of him as aldo monuccio made</subtitle>
+<subtitle id="0:2:48"> small books he had to invent</subtitle>
+<subtitle id="0:2:51">more readable fonts to</subtitle>
+<subtitle id="0:2:54"> read things in most</subtitle>
+<subtitle id="0:2:57"> of his books were not about religion but about philosophy</subtitle>
+<subtitle id="0:3:0"> some of them were in greek and</subtitle>
+<subtitle id="0:3:3"> latin but many of them were also in italian</subtitle>
+<subtitle id="0:3:6">d eldest sent</subtitle>
+<subtitle id="0:3:9"> his sons all over europe to</subtitle>
+<subtitle id="0:3:12"> try to find material to print in these little</subtitle>
+<subtitle id="0:3:15"> books like this that he called the portable library</subtitle>
+<subtitle id="0:3:18">these books were inexpensive enough so that</subtitle>
+<subtitle id="0:3:21"> they could be lost without it being a</subtitle>
+<subtitle id="0:3:24"> tragedy unless printing started to</subtitle>
+<subtitle id="0:3:27"> spread in a very different way</subtitle>
+<subtitle id="0:3:30"> so that was about 50 years after the</subtitle>
+<subtitle id="0:3:33"> invention of the press about 1500</subtitle>
+<subtitle id="0:3:36"> and 100 years later we start</subtitle>
+<subtitle id="0:3:39"> seeing parts of the real revolution of printing which</subtitle>
+<subtitle id="0:3:42"> is the new ways of thinking and arguing that were</subtitle>
+<subtitle id="0:3:45"> bought brought by the press another one of my heroes</subtitle>
+<subtitle id="0:3:48"> another italian galileo</subtitle>
+<subtitle id="0:3:51">started looking at the world in a different</subtitle>
+<subtitle id="0:3:54"> way along with kepler and a few others</subtitle>
+<subtitle id="0:3:57"> and science started to get invented</subtitle>
+<subtitle id="0:4:0"> and about 60 years after that</subtitle>
+<subtitle id="0:4:3">newton</subtitle>
+<subtitle id="0:4:6"> completely revolutionized the way we think about the world</subtitle>
+<subtitle id="0:4:9"> with his principia mathematica which</subtitle>
+<subtitle id="0:4:12">talked about how</subtitle>
+<subtitle id="0:4:15"> forces masses and</subtitle>
+<subtitle id="0:4:18"> gravity motivated the system</subtitle>
+<subtitle id="0:4:21"> of the world and about a hundred years after</subtitle>
+<subtitle id="0:4:24">we start seeing governance</subtitle>
+<subtitle id="0:4:27"> changing in a big way for instance here's the constitution</subtitle>
+<subtitle id="0:4:30"> of the united states of america in the late</subtitle>
+<subtitle id="0:4:33"> 18th century and so what happened</subtitle>
+<subtitle id="0:4:36"> here was the printing press stayed more or</subtitle>
+<subtitle id="0:4:39">the same during this period but</subtitle>
+<subtitle id="0:4:42"> the way people started using it and thinking about what it would mean</subtitle>
+<subtitle id="0:4:45">to be able to present closely</subtitle>
+<subtitle id="0:4:48"> argued reason and</subtitle>
+<subtitle id="0:4:51"> reasonable ways of thinking about the world backed</subtitle>
+<subtitle id="0:4:54"> up by evidence this changed the way we look at</subtitle>
+<subtitle id="0:4:57">world and one</subtitle>
+<subtitle id="0:5:0"> way to look at this is that if you were born in 10 000</subtitle>
+<subtitle id="0:5:3"> bc with an iq of 500</subtitle>
+<subtitle id="0:5:6">get very far you might be able</subtitle>
+<subtitle id="0:5:9"> to outwit your fellow cave people</subtitle>
+<subtitle id="0:5:12"> fellow villagers but</subtitle>
+<subtitle id="0:5:15"> iq is not the dominant thing in making progress</subtitle>
+<subtitle id="0:5:18"> humans band together</subtitle>
+<subtitle id="0:5:21"> we have culture we have a way of passing</subtitle>
+<subtitle id="0:5:24"> on solutions for living ingenious</subtitle>
+<subtitle id="0:5:27"> things that we found out about the world we</subtitle>
+<subtitle id="0:5:30"> call that knowledge but we have to ask what kind of knowledge</subtitle>
+<subtitle id="0:5:33"> because this is tempered by the outlook</subtitle>
+<subtitle id="0:5:36">that we have so for instance</subtitle>
+<subtitle id="0:5:39"> traditional cultures</subtitle>
+<subtitle id="0:5:42">have an outlook that the world is motivated by</subtitle>
+<subtitle id="0:5:45"> spirits of some kind and the way we deal</subtitle>
+<subtitle id="0:5:48"> with spirits is to pray to them and appease them</subtitle>
+<subtitle id="0:5:51">engineering</subtitle>
+<subtitle id="0:5:54"> um three four thousand years</subtitle>
+<subtitle id="0:5:57"> bc started bringing up kind of gear-like</subtitle>
+<subtitle id="0:6:0"> chain-like ways of thinking about how cause</subtitle>
+<subtitle id="0:6:3">ffect articulate and so we have</subtitle>
+<subtitle id="0:6:6"> a kind of a progression of starting with</subtitle>
+<subtitle id="0:6:9"> engineering and the invention of mathematics</subtitle>
+<subtitle id="0:6:12">greeks and then many</subtitle>
+<subtitle id="0:6:15">in the 16th century</subtitle>
+<subtitle id="0:6:18"> sort of the first invention of real science by</subtitle>
+<subtitle id="0:6:21">newton and</subtitle>
+<subtitle id="0:6:24"> in this last century science</subtitle>
+<subtitle id="0:6:27"> has changed and become much more ecological</subtitle>
+<subtitle id="0:6:30"> about it looks at systems rather than</subtitle>
+<subtitle id="0:6:33"> articulating gears and one way to</subtitle>
+<subtitle id="0:6:36">that if you have a</subtitle>
+<subtitle id="0:6:39"> clock and it doesn't work you can fix it if you have a system</subtitle>
+<subtitle id="0:6:42">doesn't work you can only negotiate with it</subtitle>
+<subtitle id="0:6:45">and so these are very very different ways of thinking about</subtitle>
+<subtitle id="0:6:48"> knowledge</subtitle>
+<subtitle id="0:6:51">and when you have a system you usually the</subtitle>
+<subtitle id="0:6:54"> most interesting relationships are not additive</subtitle>
+<subtitle id="0:6:57"> so if you put a rabbit into australia you</subtitle>
+<subtitle id="0:7:0"> do not get the old australian ecology plus some rabbits</subtitle>
+<subtitle id="0:7:3"> you actually get a completely new ecology</subtitle>
+<subtitle id="0:7:6"> one in this case that was detrimental</subtitle>
+<subtitle id="0:7:9"> to the existing ecology</subtitle>
+<subtitle id="0:7:12">one of the ways of thinking about changes in systems</subtitle>
+<subtitle id="0:7:15"> is that what we think of as normal</subtitle>
+<subtitle id="0:7:18"> the stuff that we don't notice is qualitatively changed so all of</subtitle>
+<subtitle id="0:7:21"> a sudden we notice it for a while until we get</subtitle>
+<subtitle id="0:7:24">used to it and many of the most important things</subtitle>
+<subtitle id="0:7:27"> that we think about are ecologies human minds</subtitle>
+<subtitle id="0:7:30"> societies and human media</subtitle>
+<subtitle id="0:7:33">nd discourse</subtitle>
+<subtitle id="0:7:36"> itself what we're doing right now is a kind</subtitle>
+<subtitle id="0:7:39"> of an ecology and it's driven by</subtitle>
+<subtitle id="0:7:42"> ideas but everything reacts and co-evolves</subtitle>
+<subtitle id="0:7:45"> so that ideas need language to</subtitle>
+<subtitle id="0:7:48"> talk about them rhetoric to express them in various</subtitle>
+<subtitle id="0:7:51"> ways we write things</subtitle>
+<subtitle id="0:7:54"> down in various ways to transmit them to other people</subtitle>
+<subtitle id="0:7:57">of literature the methods that we use to</subtitle>
+<subtitle id="0:8:0"> deal with the ideas are conditioned</subtitle>
+<subtitle id="0:8:3">the things that we can learn and</subtitle>
+<subtitle id="0:8:6"> this leads to new ideas and and so forth</subtitle>
+<subtitle id="0:8:9">one of the most important things is that the notion of language</subtitle>
+<subtitle id="0:8:12"> expanded the greeks did this but galileo</subtitle>
+<subtitle id="0:8:15">great line he said that the universe</subtitle>
+<subtitle id="0:8:18"> cannot be read until we have learned the language and become</subtitle>
+<subtitle id="0:8:21"> familiar with the characters in which it is written</subtitle>
+<subtitle id="0:8:24">and he said it is written in mathematical language</subtitle>
+<subtitle id="0:8:27">and the letters are triangles circles and other geometrical</subtitle>
+<subtitle id="0:8:30"> figures without which means it is humanly impossible</subtitle>
+<subtitle id="0:8:33">comprehend a single word so what galileo</subtitle>
+<subtitle id="0:8:36"> is talking about here is that the normal</subtitle>
+<subtitle id="0:8:39">natural language discourse may not be strong enough</subtitle>
+<subtitle id="0:8:42"> or pointed enough to deal with all</subtitle>
+<subtitle id="0:8:45"> of the ideas we have a simple example of that</subtitle>
+<subtitle id="0:8:48"> is just to think of the conventions for making</subtitle>
+<subtitle id="0:8:51"> a modern map of the world there's very little</subtitle>
+<subtitle id="0:8:54"> of natural language there but many many</subtitle>
+<subtitle id="0:8:57"> geometric and graphical conventions</subtitle>
+<subtitle id="0:9:0">and so when</subtitle>
+<subtitle id="0:9:3"> the computer comes along what we really want to be interested</subtitle>
+<subtitle id="0:9:6">is what is unusual</subtitle>
+<subtitle id="0:9:9"> about it what what is it doing that is not</subtitle>
+<subtitle id="0:9:12">just replacing the old media that it's displacing</subtitle>
+<subtitle id="0:9:15"> and this is douglas engelbart in the 60s</subtitle>
+<subtitle id="0:9:18">the guy who invented the mouse this is a picture</subtitle>
+<subtitle id="0:9:21">taken last week but it was taken</subtitle>
+<subtitle id="0:9:24"> 40 years ago</subtitle>
+<subtitle id="0:9:27">with the start of the invention of personal</subtitle>
+<subtitle id="0:9:30">computing and i got interested</subtitle>
+<subtitle id="0:9:33"> in this and thought of doing some of englebart</subtitle>
+<subtitle id="0:9:36"> stuff on a desktop computer</subtitle>
+<subtitle id="0:9:39"> and this is a machine that</subtitle>
+<subtitle id="0:9:42"> i and ed cheadle made in the late</subtitle>
+<subtitle id="0:9:45">60s and while we're working on this i started getting the</subtitle>
+<subtitle id="0:9:48"> idea about a children's computer</subtitle>
+<subtitle id="0:9:51"> that was the size of a of a notebook and i got this</subtitle>
+<subtitle id="0:9:54"> idea because of work that seymour papert had been</subtitle>
+<subtitle id="0:9:57"> doing with children and for example he found</subtitle>
+<subtitle id="0:10:0"> that if you use the body-centered</subtitle>
+<subtitle id="0:10:3"> young child's view of the world</subtitle>
+<subtitle id="0:10:6"> for thinking about mathematics then you could get</subtitle>
+<subtitle id="0:10:9"> them to do mathematics that they normally wouldn't be able to</subtitle>
+<subtitle id="0:10:12"> do for for many years in the future so for example</subtitle>
+<subtitle id="0:10:15">we normally think</subtitle>
+<subtitle id="0:10:18"> of a circle as being x squared plus y squared equals</subtitle>
+<subtitle id="0:10:21"> r squared in</subtitle>
+<subtitle id="0:10:24">analytic geometry but to a child</subtitle>
+<subtitle id="0:10:27"> the circle is making a circle with their body so</subtitle>
+<subtitle id="0:10:30">they're going a little and turning a little and going a little and turning</subtitle>
+<subtitle id="0:10:33">little if you make a programming language that uses</subtitle>
+<subtitle id="0:10:36"> that idea like forward five and turn five</subtitle>
+<subtitle id="0:10:39"> and can repeat it over and over again then</subtitle>
+<subtitle id="0:10:42"> you can make this mechanical turtle or in this case a screen</subtitle>
+<subtitle id="0:10:45"> turtle draw a perfect circle</subtitle>
+<subtitle id="0:10:48"> and this is because</subtitle>
+<subtitle id="0:10:51"> this form of mathematics which is only about 150</subtitle>
+<subtitle id="0:10:54"> years old partially invented by</subtitle>
+<subtitle id="0:10:57"> carl gause called differential geometry</subtitle>
+<subtitle id="0:11:0"> is actually in the cognitive space</subtitle>
+<subtitle id="0:11:3"> of the way children can think about the world</subtitle>
+<subtitle id="0:11:6"> so these ideas about personal computing</subtitle>
+<subtitle id="0:11:9">led to a bunch of us going to the xerox</subtitle>
+<subtitle id="0:11:12"> palo alto research center</subtitle>
+<subtitle id="0:11:15">35 years ago and starting to invent</subtitle>
+<subtitle id="0:11:18"> various of the technologies that we</subtitle>
+<subtitle id="0:11:21"> use in personal computing today like the</subtitle>
+<subtitle id="0:11:24">personal computer with bits bitmap screen</subtitle>
+<subtitle id="0:11:27"> and laser printer and the ethernet and so forth</subtitle>
+<subtitle id="0:11:30"> all the while working with children the reason</subtitle>
+<subtitle id="0:11:33">working with children is because</subtitle>
+<subtitle id="0:11:36"> the printing revolution took about 150 years to really</subtitle>
+<subtitle id="0:11:39"> happen so in the 17th century</subtitle>
+<subtitle id="0:11:42"> not a single person was alive</subtitle>
+<subtitle id="0:11:45"> who had been alive when the printing press</subtitle>
+<subtitle id="0:11:48"> was invented it took normal</subtitle>
+<subtitle id="0:11:51"> humanity regular people</subtitle>
+<subtitle id="0:11:54">150 years to start</subtitle>
+<subtitle id="0:11:57"> understanding what the printing press was about and this only happened</subtitle>
+<subtitle id="0:12:0"> because children grew up in this technology and gradually</subtitle>
+<subtitle id="0:12:3"> came to understand what it was about now of course</subtitle>
+<subtitle id="0:12:6"> aldus and his friend erasmus</subtitle>
+<subtitle id="0:12:9"> understood this very early</subtitle>
+<subtitle id="0:12:12"> and there were people in the 16th century who understood</subtitle>
+<subtitle id="0:12:15"> this very early but for the large mass of people to</subtitle>
+<subtitle id="0:12:18"> understand it it took much much longer</subtitle>
+<subtitle id="0:12:21"> and so part of the effort here at xerox park was</subtitle>
+<subtitle id="0:12:24"> to try to short circuit this</subtitle>
+<subtitle id="0:12:27"> as quickly as possible because we wanted to see</subtitle>
+<subtitle id="0:12:30"> the printing revolution before all of us died</subtitle>
+<subtitle id="0:12:33"> the last 25 years have commercialized these</subtitle>
+<subtitle id="0:12:36"> inventions so these are all things that were originally</subtitle>
+<subtitle id="0:12:39"> done at xerox park the desktop and laptop</subtitle>
+<subtitle id="0:12:42"> computer ideas the overlapping windows</subtitle>
+<subtitle id="0:12:45"> and icons desktop publishing and wysiwyg</subtitle>
+<subtitle id="0:12:48">the larger research community</subtitle>
+<subtitle id="0:12:51"> that we're part of and</subtitle>
+<subtitle id="0:12:54"> xerox park together did the internet the laser printer</subtitle>
+<subtitle id="0:12:57"> object-oriented programming and ethernet and so forth so</subtitle>
+<subtitle id="0:13:0">this is a large payoff</subtitle>
+<subtitle id="0:13:3">of these ideas done</subtitle>
+<subtitle id="0:13:6"> in the research lab in the 70s but there's</subtitle>
+<subtitle id="0:13:9"> a real problem and that is that the</subtitle>
+<subtitle id="0:13:12"> commercialization of this stuff</subtitle>
+<subtitle id="0:13:15">left out the most important piece of this</subtitle>
+<subtitle id="0:13:18"> technology which was a computer for</subtitle>
+<subtitle id="0:13:21"> children the computer</subtitle>
+<subtitle id="0:13:24"> for the people who are actually going to bring on the real computer</subtitle>
+<subtitle id="0:13:27"> revolution and so pretty much most of the last</subtitle>
+<subtitle id="0:13:30"> 25 years has been just</subtitle>
+<subtitle id="0:13:33"> digitizing old media</subtitle>
+<subtitle id="0:13:36"> so we have digitizations of texts and of pictures</subtitle>
+<subtitle id="0:13:39"> and of movies and of</subtitle>
+<subtitle id="0:13:42">sound recordings and a few</subtitle>
+<subtitle id="0:13:45"> linkages but pretty much none of</subtitle>
+<subtitle id="0:13:48"> what the computer is really good for has</subtitle>
+<subtitle id="0:13:51"> come into the world of the ordinary computer</subtitle>
+<subtitle id="0:13:54"> user in fact many people think that</subtitle>
+<subtitle id="0:13:57"> what they have today is all a computer can do</subtitle>
+<subtitle id="0:14:0">and in fact the the opposite is the truth</subtitle>
+<subtitle id="0:14:3"> what the computer is doing today for most people is one percent</subtitle>
+<subtitle id="0:14:6"> of what it's really interested</subtitle>
+<subtitle id="0:14:9"> so a few years ago several of us old</subtitle>
+<subtitle id="0:14:12">timers got sick of this and decided</subtitle>
+<subtitle id="0:14:15"> to make a computer's children children's</subtitle>
+<subtitle id="0:14:18"> computer happen all by ourselves and this is spearheaded</subtitle>
+<subtitle id="0:14:21"> by my old friend nicholas negripati</subtitle>
+<subtitle id="0:14:24"> and it was based partly on the idea that</subtitle>
+<subtitle id="0:14:27">a dvd player with a small display</subtitle>
+<subtitle id="0:14:30"> and requires a computer for doing signal</subtitle>
+<subtitle id="0:14:33"> processing can be made to be sold</subtitle>
+<subtitle id="0:14:36"> for about 122 dollars and so we thought</subtitle>
+<subtitle id="0:14:39">it should be possible to actually make a design that</subtitle>
+<subtitle id="0:14:42"> would be around a hundred dollars that could</subtitle>
+<subtitle id="0:14:45"> be aimed at the</subtitle>
+<subtitle id="0:14:48"> third world initially</subtitle>
+<subtitle id="0:14:51"> and how do you make such a machine well part</subtitle>
+<subtitle id="0:14:54"> of it is to look at where the costs go in the computer that you have</subtitle>
+<subtitle id="0:14:57"> so about half of those costs are sales marketing</subtitle>
+<subtitle id="0:15:0"> profit and distribution so we set up a non-profit</subtitle>
+<subtitle id="0:15:3"> called one laptop per child to do this so</subtitle>
+<subtitle id="0:15:6"> nicholas sells directly to countries</subtitle>
+<subtitle id="0:15:9"> and so we don't have any costs</subtitle>
+<subtitle id="0:15:12"> for sales marketing profit and distribution the countries</subtitle>
+<subtitle id="0:15:15"> do the the distribution</subtitle>
+<subtitle id="0:15:18"> for-profit software like microsoft</subtitle>
+<subtitle id="0:15:21">and so forth we use open</subtitle>
+<subtitle id="0:15:24"> source software which is free</subtitle>
+<subtitle id="0:15:27"> so there are no costs there</subtitle>
+<subtitle id="0:15:30"> the display on a computer is the next largest</subtitle>
+<subtitle id="0:15:33"> cost item and we invented a new kind of display that's much</subtitle>
+<subtitle id="0:15:36"> much cheaper and the next high cost</subtitle>
+<subtitle id="0:15:39"> item is the hard disk and we use a flash</subtitle>
+<subtitle id="0:15:42"> memory like the ones</subtitle>
+<subtitle id="0:15:45"> that you have in your cameras to cut that down and so</subtitle>
+<subtitle id="0:15:48"> the result here is about 100 dollars</subtitle>
+<subtitle id="0:15:51"> and you turn this into a real</subtitle>
+<subtitle id="0:15:54"> machine you get something that looks like this this</subtitle>
+<subtitle id="0:15:57"> is all the electronics in it not a lot these days</subtitle>
+<subtitle id="0:16:0"> and late last year we started</subtitle>
+<subtitle id="0:16:3"> build our first thousand in</subtitle>
+<subtitle id="0:16:6"> a factory and put some of them into</subtitle>
+<subtitle id="0:16:9"> some of the countries that are going to to buy these machines</subtitle>
+<subtitle id="0:16:12"> so this is about roughly about two years</subtitle>
+<subtitle id="0:16:15">of work we're part part way into</subtitle>
+<subtitle id="0:16:18"> the the third year</subtitle>
+<subtitle id="0:16:21">and the machines are full function and they have</subtitle>
+<subtitle id="0:16:24"> a novel network which</subtitle>
+<subtitle id="0:16:27"> automatically links up when any computer is on and it forms</subtitle>
+<subtitle id="0:16:30"> something like the old arpanet that we did in the</subtitle>
+<subtitle id="0:16:33">60s and if any one of these</subtitle>
+<subtitle id="0:16:36"> machines is within range of an internet</subtitle>
+<subtitle id="0:16:39"> node then all of these machines are connected</subtitle>
+<subtitle id="0:16:42">to the internet one of the secrets</subtitle>
+<subtitle id="0:16:45"> of the machine is this marvelous display</subtitle>
+<subtitle id="0:16:48"> invented by mary lou jepsen the chief technology</subtitle>
+<subtitle id="0:16:51">officer and it has very</subtitle>
+<subtitle id="0:16:54"> very high resolution about 200 pixels</subtitle>
+<subtitle id="0:16:57"> to the inch 1200 by 900 and</subtitle>
+<subtitle id="0:17:0"> works very well in this in sunlight and</subtitle>
+<subtitle id="0:17:3"> also with backlighting</subtitle>
+<subtitle id="0:17:6">one-seventh the power consumption one-third the</subtitle>
+<subtitle id="0:17:9">so all of these things together are really the</subtitle>
+<subtitle id="0:17:12"> gating technology that allows a really interesting</subtitle>
+<subtitle id="0:17:15"> 100 computer to be done and of</subtitle>
+<subtitle id="0:17:18"> course people will use this machine</subtitle>
+<subtitle id="0:17:21"> to imitate the old technology the</subtitle>
+<subtitle id="0:17:24"> high resolution of the screen allows extremely readable</subtitle>
+<subtitle id="0:17:27"> text so here's a page from a book and here's what it looks like</subtitle>
+<subtitle id="0:17:30">on the machine and this doesn't do it justice because i'm</subtitle>
+<subtitle id="0:17:33"> showing this slide on a 768</subtitle>
+<subtitle id="0:17:36"> by 1024</subtitle>
+<subtitle id="0:17:39">format</subtitle>
+<subtitle id="0:17:42"> which is much coarser than the screen</subtitle>
+<subtitle id="0:17:45"> which is actually 900 by 1200 here and</subtitle>
+<subtitle id="0:17:48"> then we're making this into a video which</subtitle>
+<subtitle id="0:17:51"> is making it even more coarse so it's worthwhile looking at the screen</subtitle>
+<subtitle id="0:17:54"> in person</subtitle>
+<subtitle id="0:17:57">and of course just being able to do that for a hundred dollars</subtitle>
+<subtitle id="0:18:0"> is a revolution of a kind</subtitle>
+<subtitle id="0:18:3"> a small revolution because you can make books</subtitle>
+<subtitle id="0:18:6"> and put books on it at the cost</subtitle>
+<subtitle id="0:18:9"> of about 0.2 euros</subtitle>
+<subtitle id="0:18:12"> 200 to 500 books or so</subtitle>
+<subtitle id="0:18:15">can be put on this machine</subtitle>
+<subtitle id="0:18:18"> for the total cost of a hundred dollars</subtitle>
+<subtitle id="0:18:21">but</subtitle>
+<subtitle id="0:18:24">he very near future</subtitle>
+<subtitle id="0:18:27">years this machine</subtitle>
+<subtitle id="0:18:30"> is going to go from a hundred dollar machine down to a fifty maybe</subtitle>
+<subtitle id="0:18:33"> even a twenty dollar machine and this is because</subtitle>
+<subtitle id="0:18:36"> the new technology of conductive</subtitle>
+<subtitle id="0:18:39"> plastics that have semi-conductive</subtitle>
+<subtitle id="0:18:42">properties can actually make these</subtitle>
+<subtitle id="0:18:45"> not just flexible machine displays but</subtitle>
+<subtitle id="0:18:48"> can incorporate the computer technology in there as</subtitle>
+<subtitle id="0:18:51"> well in a in a form that is much</subtitle>
+<subtitle id="0:18:54">to make much more robust</subtitle>
+<subtitle id="0:18:57"> much smaller</subtitle>
+<subtitle id="0:19:0">pretty much all good things and no bad things</subtitle>
+<subtitle id="0:19:3"> we can expect to see over</subtitle>
+<subtitle id="0:19:6"> the next 10 years or so and this will be another</subtitle>
+<subtitle id="0:19:9">kind of technological revolution</subtitle>
+<subtitle id="0:19:12"> but if we look at the goals of</subtitle>
+<subtitle id="0:19:15">making a societal amplifier that's kind of like printing</subtitle>
+<subtitle id="0:19:18"> then if we come down</subtitle>
+<subtitle id="0:19:21"> here and the easiest part is to make this hardware</subtitle>
+<subtitle id="0:19:24"> sounds difficult because nobody has done it before</subtitle>
+<subtitle id="0:19:27"> but it's actually partly because none of the manufacturing</subtitle>
+<subtitle id="0:19:30"> interests have been</subtitle>
+<subtitle id="0:19:33"> interested in it so this is pretty</subtitle>
+<subtitle id="0:19:36">down here free software</subtitle>
+<subtitle id="0:19:39"> we talked about i'm using</subtitle>
+<subtitle id="0:19:42"> to give this talk the actual software that will be</subtitle>
+<subtitle id="0:19:45"> on the 100 laptop so this is a 100</subtitle>
+<subtitle id="0:19:48"> laptop presentation</subtitle>
+<subtitle id="0:19:51"> and um</subtitle>
+<subtitle id="0:19:54"> various of us have been working on content and</subtitle>
+<subtitle id="0:19:57"> pedagogy over the last 35 or 40 years</subtitle>
+<subtitle id="0:20:0"> we know a little bit more about it now than than we used to</subtitle>
+<subtitle id="0:20:3"> and we need to explore this a little bit to</subtitle>
+<subtitle id="0:20:6"> see what kind of thing children might do but</subtitle>
+<subtitle id="0:20:9"> i'll come back to this at the end of the talk</subtitle>
+<subtitle id="0:20:12">has some new things that children can learn</subtitle>
+<subtitle id="0:20:15"> is that children learn in a social</subtitle>
+<subtitle id="0:20:18"> system that involves mentors of various kinds</subtitle>
+<subtitle id="0:20:21"> and of course a lot of mentors are their peers</subtitle>
+<subtitle id="0:20:24"> who induct them into the what you might call the</subtitle>
+<subtitle id="0:20:27"> popular culture the village culture way of</subtitle>
+<subtitle id="0:20:30"> doing things but parents and teachers are</subtitle>
+<subtitle id="0:20:33"> key and in most parts of the world parents</subtitle>
+<subtitle id="0:20:36"> and teachers don't know a lot about</subtitle>
+<subtitle id="0:20:39">math and science and so the mentoring problem</subtitle>
+<subtitle id="0:20:42"> is severe in europe</subtitle>
+<subtitle id="0:20:45"> and the united states in japan</subtitle>
+<subtitle id="0:20:48"> and of course it is most severe in the third world</subtitle>
+<subtitle id="0:20:51"> where the average education</subtitle>
+<subtitle id="0:20:54"> of an elementary school teacher is itself</subtitle>
+<subtitle id="0:20:57"> only about sixth grade so this</subtitle>
+<subtitle id="0:21:0"> is a problem that</subtitle>
+<subtitle id="0:21:3">is a tough one because we can make millions of</subtitle>
+<subtitle id="0:21:6"> 100 laptops and distribute them</subtitle>
+<subtitle id="0:21:9">just in a few months but we couldn't make</subtitle>
+<subtitle id="0:21:12"> a thousand teachers uh in</subtitle>
+<subtitle id="0:21:15"> four or five years so</subtitle>
+<subtitle id="0:21:18"> this gap between the environment</subtitle>
+<subtitle id="0:21:21"> in which learning is done and the</subtitle>
+<subtitle id="0:21:24">technology that can amplify the learning</subtitle>
+<subtitle id="0:21:27"> is getting larger and larger one of the possible solutions</subtitle>
+<subtitle id="0:21:30"> for this is to make the technology be more</subtitle>
+<subtitle id="0:21:33"> of a teacher i'll talk about that just a little bit</subtitle>
+<subtitle id="0:21:36">more but right now let's take a look</subtitle>
+<subtitle id="0:21:39"> at a couple of the things that</subtitle>
+<subtitle id="0:21:42"> might be done on this so the first first thing</subtitle>
+<subtitle id="0:21:45"> i'm going to do here is to make</subtitle>
+<subtitle id="0:21:48">[Music] one of the first things</subtitle>
+<subtitle id="0:21:51"> most children make on this</subtitle>
+<subtitle id="0:21:54"> which is a little car that they can</subtitle>
+<subtitle id="0:21:57">drive and</subtitle>
+<subtitle id="0:22:0"> so i'm going to paint this car</subtitle>
+<subtitle id="0:22:3"> from the top and</subtitle>
+<subtitle id="0:22:6"> paint it pretty much as a as a</subtitle>
+<subtitle id="0:22:9"> child would do it</subtitle>
+<subtitle id="0:22:15">putting in a few little</subtitle>
+<subtitle id="0:22:18"> reflections there and most children</subtitle>
+<subtitle id="0:22:21">to put very powerful large</subtitle>
+<subtitle id="0:22:24">[Music] wheels on the car</subtitle>
+<subtitle id="0:22:27">so they wind up making something like this</subtitle>
+<subtitle id="0:22:30">and so far this is</subtitle>
+<subtitle id="0:22:33"> just a drawing i can move it around</subtitle>
+<subtitle id="0:22:36"> i can make it larger</subtitle>
+<subtitle id="0:22:39"> and smaller i can give it a name i'll call it</subtitle>
+<subtitle id="0:22:45">but i can also look inside</subtitle>
+<subtitle id="0:22:48"> of it and i can see some</subtitle>
+<subtitle id="0:22:51">car has so for example</subtitle>
+<subtitle id="0:22:54"> here's a behavior called car forward</subtitle>
+<subtitle id="0:22:57">what happens if i move the car forward well</subtitle>
+<subtitle id="0:23:0"> it goes forward and what happens if i tell the</subtitle>
+<subtitle id="0:23:3"> car to turn and if i want to do have</subtitle>
+<subtitle id="0:23:6"> the car things do over and over i can just drag these guys out</subtitle>
+<subtitle id="0:23:9"> here and start the</subtitle>
+<subtitle id="0:23:12"> car going and we see we've got now something like seymour pappard's</subtitle>
+<subtitle id="0:23:15"> turtle but with a with a costume</subtitle>
+<subtitle id="0:23:18"> on it and the children can experiment</subtitle>
+<subtitle id="0:23:21"> with steering the car here</subtitle>
+<subtitle id="0:23:24"> by changing the numbers here so what if i</subtitle>
+<subtitle id="0:23:27"> go down to zero</subtitle>
+<subtitle id="0:23:30">the car goes straight if i go</subtitle>
+<subtitle id="0:23:33">negative numbers starts turning</subtitle>
+<subtitle id="0:23:36"> but this isn't really like driving</subtitle>
+<subtitle id="0:23:39"> a car what i really want to do is to make make a steering</subtitle>
+<subtitle id="0:23:42"> wheel and so i'm going to</subtitle>
+<subtitle id="0:23:45"> just draw another steering wheel</subtitle>
+<subtitle id="0:23:48">ike this</subtitle>
+<subtitle id="0:23:51">and it's exactly the same kind of thing as a car but i'm going to give</subtitle>
+<subtitle id="0:23:54">slightly different behavior so if i</subtitle>
+<subtitle id="0:23:57"> if i look inside of it let's call it</subtitle>
+<subtitle id="0:24:0"> wheel here as long as i'm here</subtitle>
+<subtitle id="0:24:3">if i look inside of it</subtitle>
+<subtitle id="0:24:6"> i see it has the very same kind of stuff inside</subtitle>
+<subtitle id="0:24:9"> and this forward and turn</subtitle>
+<subtitle id="0:24:12">thing called heading if you watch this number</subtitle>
+<subtitle id="0:24:15"> here when i turn the wheel see</subtitle>
+<subtitle id="0:24:18"> that goes positive and negative if you</subtitle>
+<subtitle id="0:24:21">remember positive and negative numbers in here change the car</subtitle>
+<subtitle id="0:24:24"> uh car's direction and so if</subtitle>
+<subtitle id="0:24:27"> i pick up the name of those numbers coming out of the wheel</subtitle>
+<subtitle id="0:24:30"> and drop it in here then i might be able</subtitle>
+<subtitle id="0:24:33"> to steer the car</subtitle>
+<subtitle id="0:24:36">by turning the wheel</subtitle>
+<subtitle id="0:24:39">this is very pleasurable for the children but the children have</subtitle>
+<subtitle id="0:24:42"> also learned what is usually a hard to learn idea</subtitle>
+<subtitle id="0:24:45"> for children which is the idea of a variable</subtitle>
+<subtitle id="0:24:48"> and our experience has been that children learning</subtitle>
+<subtitle id="0:24:51"> a variable this way never forget what it is</subtitle>
+<subtitle id="0:24:54"> and how it how it actually works of course</subtitle>
+<subtitle id="0:24:57"> there are many things that can be done here but</subtitle>
+<subtitle id="0:25:0"> let's take a look at a slightly more serious aspect where</subtitle>
+<subtitle id="0:25:3"> we make a we have a couple of cars here</subtitle>
+<subtitle id="0:25:6"> what we're going to do is make these cars</subtitle>
+<subtitle id="0:25:9"> really small and pretend that they're people</subtitle>
+<subtitle id="0:25:12"> and have them move around in a village and we'll say that</subtitle>
+<subtitle id="0:25:15"> the red one is infected with some sort of disease</subtitle>
+<subtitle id="0:25:18"> and the blue one is not infected</subtitle>
+<subtitle id="0:25:21">so with just two cars in there we see we have just a couple of</subtitle>
+<subtitle id="0:25:24"> dots here and if i tell them to start moving</subtitle>
+<subtitle id="0:25:27">you can see the probability that they're going to</subtitle>
+<subtitle id="0:25:30"> touch each other is going to be very very low</subtitle>
+<subtitle id="0:25:33"> so this is a disease that is</subtitle>
+<subtitle id="0:25:36"> not very communicable so</subtitle>
+<subtitle id="0:25:39"> i'm going to stop that now what happens if we have</subtitle>
+<subtitle id="0:25:42"> a thousand</subtitle>
+<subtitle id="0:25:48">villagers and here's the red guy the one</subtitle>
+<subtitle id="0:25:51">infected now we can see that they're very</subtitle>
+<subtitle id="0:25:54">together and so the probability that this red guy is going</subtitle>
+<subtitle id="0:25:57"> to be high</subtitle>
+<subtitle id="0:26:0"> and when he touches the blue guy will make him red also</subtitle>
+<subtitle id="0:26:3">let him be infected also so let's see what that looks like</subtitle>
+<subtitle id="0:26:9">so it happens very quickly and here's</subtitle>
+<subtitle id="0:26:12"> the all of the ones getting infected and</subtitle>
+<subtitle id="0:26:15">if this is a deadly disease then they've all died</subtitle>
+<subtitle id="0:26:18"> here happens very very quickly</subtitle>
+<subtitle id="0:26:21">and we can do this very easily on the computer because</subtitle>
+<subtitle id="0:26:24"> the computer can make things very</subtitle>
+<subtitle id="0:26:27"> very quickly and inexpensively so let's</subtitle>
+<subtitle id="0:26:30"> try this with 500</subtitle>
+<subtitle id="0:26:33">the probability is of infection is a little bit lower</subtitle>
+<subtitle id="0:26:36">but we can see as soon as a few get infected</subtitle>
+<subtitle id="0:26:39">the disease here is very efficient and</subtitle>
+<subtitle id="0:26:42">all wind up dying</subtitle>
+<subtitle id="0:26:45"> so what if we go to let's say 80.</subtitle>
+<subtitle id="0:26:51">so now it's quite sparse</subtitle>
+<subtitle id="0:26:57">hardly anything is happening</subtitle>
+<subtitle id="0:27:3">but</subtitle>
+<subtitle id="0:27:6">in fact</subtitle>
+<subtitle id="0:27:12">because this disease is</subtitle>
+<subtitle id="0:27:15"> contagious and has no cure</subtitle>
+<subtitle id="0:27:18"> eventually they all</subtitle>
+<subtitle id="0:27:21"> contract the disease and they all die so</subtitle>
+<subtitle id="0:27:24">ne of the problems in the world today is that we have</subtitle>
+<subtitle id="0:27:27"> some diseases that are like this last one</subtitle>
+<subtitle id="0:27:30">which take a long time to even be noticed</subtitle>
+<subtitle id="0:27:33"> so this first one i showed is like typhoid</subtitle>
+<subtitle id="0:27:36"> happens very rapidly it's very dramatic</subtitle>
+<subtitle id="0:27:39">people start doing something about it but this last</subtitle>
+<subtitle id="0:27:42"> disease is like aids aids takes</subtitle>
+<subtitle id="0:27:45"> about five years to incubate</subtitle>
+<subtitle id="0:27:48">and so if you know that diseases</subtitle>
+<subtitle id="0:27:51">contagious deadly and incurable</subtitle>
+<subtitle id="0:27:54"> are always going to wind up</subtitle>
+<subtitle id="0:27:57">doing this then you might take</subtitle>
+<subtitle id="0:28:0">uh action much</subtitle>
+<subtitle id="0:28:3"> much earlier even when it doesn't seem like</subtitle>
+<subtitle id="0:28:6">is going wrong if you don't understand this about diseases</subtitle>
+<subtitle id="0:28:9"> then you might use your common sense</subtitle>
+<subtitle id="0:28:12"> down here and say oh nothing is happening</subtitle>
+<subtitle id="0:28:15">therefore we're not in danger let's just ignore it</subtitle>
+<subtitle id="0:28:18"> now the sad thing is is that</subtitle>
+<subtitle id="0:28:21">in the underdeveloped parts of the world about 100 million</subtitle>
+<subtitle id="0:28:24"> people are now infected with aids precisely</subtitle>
+<subtitle id="0:28:27"> because the common sense reasoning</subtitle>
+<subtitle id="0:28:30">was not strong enough to deal</subtitle>
+<subtitle id="0:28:33">of of threat</subtitle>
+<subtitle id="0:28:36">whereas a child can very</subtitle>
+<subtitle id="0:28:39"> easily sit down and experiment with a</subtitle>
+<subtitle id="0:28:42">little script experiment with</subtitle>
+<subtitle id="0:28:45">contagion and quickly</subtitle>
+<subtitle id="0:28:48"> understand in a visceral way</subtitle>
+<subtitle id="0:28:51">when</subtitle>
+<subtitle id="0:28:54"> something is detected that is deadly</subtitle>
+<subtitle id="0:28:57"> even if it takes a long time that something should</subtitle>
+<subtitle id="0:29:0">right away and by the way</subtitle>
+<subtitle id="0:29:3"> the the other little known fact in most parts of</subtitle>
+<subtitle id="0:29:6"> the world is that the largest factor</subtitle>
+<subtitle id="0:29:9"> in dealing with infectious diseases is actually</subtitle>
+<subtitle id="0:29:12">sanitation it's you know</subtitle>
+<subtitle id="0:29:15"> we have wonder drugs and and so forth and</subtitle>
+<subtitle id="0:29:18"> eventually these are likely to</subtitle>
+<subtitle id="0:29:21"> be stronger than sanitation but right now the strongest thing that we</subtitle>
+<subtitle id="0:29:24"> have is sanitation the understanding</subtitle>
+<subtitle id="0:29:27">ability to imagine very very tiny</subtitle>
+<subtitle id="0:29:30"> organisms that are trying to eat us</subtitle>
+<subtitle id="0:29:33">all of these things that are very difficult to think about</subtitle>
+<subtitle id="0:29:36"> can lead to actions in</subtitle>
+<subtitle id="0:29:39"> the large that will save hundreds of millions</subtitle>
+<subtitle id="0:29:45">o another interesting area</subtitle>
+<subtitle id="0:29:48"> is this form of thinking that's called mathematics</subtitle>
+<subtitle id="0:29:51">and it's generally thought</subtitle>
+<subtitle id="0:29:54"> that children can't do this very well and so we teach them</subtitle>
+<subtitle id="0:29:57"> simple arithmetic and</subtitle>
+<subtitle id="0:30:0"> we wait until high school to try and teach the mathematics and this doesn't</subtitle>
+<subtitle id="0:30:3">work very well the truth is the children can actually</subtitle>
+<subtitle id="0:30:6">learn mathematics relatively</subtitle>
+<subtitle id="0:30:9"> easily if you put it into their context</subtitle>
+<subtitle id="0:30:12">and one of the places in the world that's most</subtitle>
+<subtitle id="0:30:15"> famous for doing this with young children are</subtitle>
+<subtitle id="0:30:18"> the fabulous kindergartens at reggio emilia</subtitle>
+<subtitle id="0:30:21">which i've been to a number of times and they are truly</subtitle>
+<subtitle id="0:30:24"> inspiring out of kindergarten in</subtitle>
+<subtitle id="0:30:27"> the united states first grade we</subtitle>
+<subtitle id="0:30:30"> found a marvelous teacher julia nishijima</subtitle>
+<subtitle id="0:30:33">who was showing her</subtitle>
+<subtitle id="0:30:36"> children how to do real math also so</subtitle>
+<subtitle id="0:30:39"> in this case the idea is you take a single</subtitle>
+<subtitle id="0:30:42"> tile of some kind like a square or a</subtitle>
+<subtitle id="0:30:45"> triangle or a trapezoid or a diamond</subtitle>
+<subtitle id="0:30:48"> and make progressively the next larger</subtitle>
+<subtitle id="0:30:51"> sizes of that particular shape</subtitle>
+<subtitle id="0:30:54"> you can see trapezoids here a little bit</subtitle>
+<subtitle id="0:30:57"> challenging but the children do this</subtitle>
+<subtitle id="0:31:0">individually and then</subtitle>
+<subtitle id="0:31:3">one of the things that she did was to after the children had done</subtitle>
+<subtitle id="0:31:6"> this constructive exercise she would get them to</subtitle>
+<subtitle id="0:31:9"> try and look at it in a reflective way</subtitle>
+<subtitle id="0:31:12"> thinking about it much slower or less action</subtitle>
+<subtitle id="0:31:15">and try and write down something about what they've done</subtitle>
+<subtitle id="0:31:18"> so in this case</subtitle>
+<subtitle id="0:31:21">lauren here noticed that the first one took</subtitle>
+<subtitle id="0:31:24"> one and the next one took three additional ones</subtitle>
+<subtitle id="0:31:27"> the next one took five additional ones the</subtitle>
+<subtitle id="0:31:30"> next one took seven additional ones and the total</subtitle>
+<subtitle id="0:31:33"> was one the total was four total</subtitle>
+<subtitle id="0:31:36"> was nine and quickly she saw oh these are just</subtitle>
+<subtitle id="0:31:39"> the odd numbers and the</subtitle>
+<subtitle id="0:31:42"> total numbers are look like the square numbers you can see she wasn't</subtitle>
+<subtitle id="0:31:45">oo sure about 6 times 6 here</subtitle>
+<subtitle id="0:31:48"> but she discovered two progressions</subtitle>
+<subtitle id="0:31:51">here that have great interest beyond just</subtitle>
+<subtitle id="0:31:54"> growth laws these two progressions are sometimes</subtitle>
+<subtitle id="0:31:57">called first and second order differential equations</subtitle>
+<subtitle id="0:32:0"> in this case they're discrete the</subtitle>
+<subtitle id="0:32:3"> uh constant uh that</subtitle>
+<subtitle id="0:32:6"> drives this one is two so there's a two</subtitle>
+<subtitle id="0:32:9"> between each one of these and then if you add</subtitle>
+<subtitle id="0:32:12">the the two of these to this you get</subtitle>
+<subtitle id="0:32:15">and if you add four and five you</subtitle>
+<subtitle id="0:32:18"> get nine you add nine and seven you get sixteen and so forth and</subtitle>
+<subtitle id="0:32:21"> so this is a generative scheme for growth but it</subtitle>
+<subtitle id="0:32:24"> also happens to obtain in much</subtitle>
+<subtitle id="0:32:27"> elementary physics of the kind that newton</subtitle>
+<subtitle id="0:32:30"> invented and</subtitle>
+<subtitle id="0:32:33"> we can for instance look at this</subtitle>
+<subtitle id="0:32:36">terms of making our toy</subtitle>
+<subtitle id="0:32:39"> car here move across the screen okay so</subtitle>
+<subtitle id="0:32:42"> one of the one of the things that we can do here is to</subtitle>
+<subtitle id="0:32:45"> think about using these progressions for a</subtitle>
+<subtitle id="0:32:48"> ride wide variety of phenomena like</subtitle>
+<subtitle id="0:32:51"> speed and motion so here we're going to set</subtitle>
+<subtitle id="0:32:54"> the car's speed to 30 each time</subtitle>
+<subtitle id="0:32:57"> and we're going to change</subtitle>
+<subtitle id="0:33:0"> the car's position on the screen each time</subtitle>
+<subtitle id="0:33:3"> further to the right by</subtitle>
+<subtitle id="0:33:6"> that car's speed so let's see what happens we'll drop a little</subtitle>
+<subtitle id="0:33:9"> dot here and we see</subtitle>
+<subtitle id="0:33:12"> that these dots are evenly spaced 30 apart</subtitle>
+<subtitle id="0:33:15"> and the car is going across the speed at a uniform</subtitle>
+<subtitle id="0:33:18"> rate</subtitle>
+<subtitle id="0:33:21"> so if we make the</subtitle>
+<subtitle id="0:33:24"> car's speed 50 here</subtitle>
+<subtitle id="0:33:30">the car goes faster but still at a uniform</subtitle>
+<subtitle id="0:33:33"> rate now</subtitle>
+<subtitle id="0:33:36"> what if we instead of making</subtitle>
+<subtitle id="0:33:39"> the car's speed constant we will actually</subtitle>
+<subtitle id="0:33:42">reset it</subtitle>
+<subtitle id="0:33:45"> and get the car's speed to increase</subtitle>
+<subtitle id="0:33:48"> by 20 each time and go across</subtitle>
+<subtitle id="0:33:51">o this</subtitle>
+<subtitle id="0:33:54"> is what the kids were measuring with</subtitle>
+<subtitle id="0:33:57"> their little little blocks except the cars</subtitle>
+<subtitle id="0:34:0"> the speed of the increase in size</subtitle>
+<subtitle id="0:34:3"> was two and you get this</subtitle>
+<subtitle id="0:34:6"> growth law of the speed increasing</subtitle>
+<subtitle id="0:34:9">constant amount and the distance increasing by an</subtitle>
+<subtitle id="0:34:12"> exponential amount and of course</subtitle>
+<subtitle id="0:34:15"> for races</subtitle>
+<subtitle id="0:34:18">what we want to do is to do something more</subtitle>
+<subtitle id="0:34:21"> like use a random speed so if i</subtitle>
+<subtitle id="0:34:24"> go in here and pick up a random</subtitle>
+<subtitle id="0:34:27"> tile here and say make something</subtitle>
+<subtitle id="0:34:30"> like 50 and</subtitle>
+<subtitle id="0:34:33"> now the car's speed will be</subtitle>
+<subtitle id="0:34:36"> different amounts we can see the car</subtitle>
+<subtitle id="0:34:39">going jerkily forward and so forth so this is a way of modeling</subtitle>
+<subtitle id="0:34:42"> uh speed and</subtitle>
+<subtitle id="0:34:45"> acceleration in a way that children can understand</subtitle>
+<subtitle id="0:34:48"> now let's visit another</subtitle>
+<subtitle id="0:34:51"> favorite italian here galileo</subtitle>
+<subtitle id="0:34:54"> who is very interested in speed and acceleration</subtitle>
+<subtitle id="0:34:57"> and particularly about falling objects and</subtitle>
+<subtitle id="0:35:0"> let's listen to this classroom of 11</subtitle>
+<subtitle id="0:35:3">about how fast or how</subtitle>
+<subtitle id="0:35:6"> slowly objects of different weights</subtitle>
+<subtitle id="0:35:9"> might might go so i'll play this little movie</subtitle>
+<subtitle id="0:35:12">and the objects that you think will fall to the earth</subtitle>
+<subtitle id="0:35:15">of time</subtitle>
+<subtitle id="0:35:18">they think the heavier one is going to fall faster</subtitle>
+<subtitle id="0:35:21"> both hands oh do not</subtitle>
+<subtitle id="0:35:24"> how do you determine this</subtitle>
+<subtitle id="0:35:27">o we decided let's</subtitle>
+<subtitle id="0:35:30"> drop them off build them</subtitle>
+<subtitle id="0:35:33"> at the school and they'll use</subtitle>
+<subtitle id="0:35:39">of course the stopwatches don't</subtitle>
+<subtitle id="0:35:42"> work very well when did he actually drop it</subtitle>
+<subtitle id="0:35:57">[Music] i think we should</subtitle>
+<subtitle id="0:36:0"> do the shot put and the sponge ball</subtitle>
+<subtitle id="0:36:3">because they're two totally different weights</subtitle>
+<subtitle id="0:36:6"> and if you drop them at the same time</subtitle>
+<subtitle id="0:36:9">maybe they'll drop at the same speed drop both of them</subtitle>
+<subtitle id="0:36:12"> together which is exactly what galileo did</subtitle>
+<subtitle id="0:36:15">we get a direct</subtitle>
+<subtitle id="0:36:18"> way of looking at this so important thing to think about</subtitle>
+<subtitle id="0:36:21">is that aristotle didn't think to do this</subtitle>
+<subtitle id="0:36:24">and st thomas aquinas didn't think to do this because he believed</subtitle>
+<subtitle id="0:36:27"> in aristotle and galileo</subtitle>
+<subtitle id="0:36:30"> is perhaps and we know that probably</subtitle>
+<subtitle id="0:36:33"> aristotle didn't ask a child and st thomas aquinas</subtitle>
+<subtitle id="0:36:36"> didn't ask a child galileo might have been the first</subtitle>
+<subtitle id="0:36:39"> adult in thousands of years to be able to</subtitle>
+<subtitle id="0:36:42">still think like a child we found that</subtitle>
+<subtitle id="0:36:45"> in every classroom of 30 children there's usually one child</subtitle>
+<subtitle id="0:36:48"> who will think that you should just drop the</subtitle>
+<subtitle id="0:36:51">see what happens</subtitle>
+<subtitle id="0:36:54">and so we get this</subtitle>
+<subtitle id="0:36:57"> qualitative result that</subtitle>
+<subtitle id="0:37:0"> things are falling somehow</subtitle>
+<subtitle id="0:37:3"> the same way regardless of their weight well</subtitle>
+<subtitle id="0:37:6"> actually we can go further than that we can</subtitle>
+<subtitle id="0:37:9"> take a movie of how</subtitle>
+<subtitle id="0:37:12"> things fall and</subtitle>
+<subtitle id="0:37:18">but how can we understand it so one of the things we can do is single</subtitle>
+<subtitle id="0:37:21">movie but still pretty difficult</subtitle>
+<subtitle id="0:37:24"> in this system the movies</subtitle>
+<subtitle id="0:37:27"> are actually made out of</subtitle>
+<subtitle id="0:37:30">the same stuff that the children manipulate and so</subtitle>
+<subtitle id="0:37:33"> we can pull the frames</subtitle>
+<subtitle id="0:37:36"> out and we can even stack</subtitle>
+<subtitle id="0:37:39"> the frames up and when the children see this stacked</subtitle>
+<subtitle id="0:37:42">pattern like this they immediately say accelerations</subtitle>
+<subtitle id="0:37:45">and so what kind of</subtitle>
+<subtitle id="0:37:48"> acceleration and what they do is</subtitle>
+<subtitle id="0:37:51"> they measure from the bottom of the ball here to</subtitle>
+<subtitle id="0:37:54"> the bottom of where the ball has gotten to</subtitle>
+<subtitle id="0:37:57"> about five frames later and</subtitle>
+<subtitle id="0:38:0"> when they measure from the bottom of</subtitle>
+<subtitle id="0:38:3">this ball to the bottom</subtitle>
+<subtitle id="0:38:6"> of where the ball has gotten to five frames later they see that this</subtitle>
+<subtitle id="0:38:9">a bigger than that one of course that's what we see here</subtitle>
+<subtitle id="0:38:12">so some acceleration is taking place</subtitle>
+<subtitle id="0:38:15"> and so if we measure again</subtitle>
+<subtitle id="0:38:18"> here and measure again</subtitle>
+<subtitle id="0:38:24">we can compare these by</subtitle>
+<subtitle id="0:38:27"> stacking them up let's see if</subtitle>
+<subtitle id="0:38:30">enough if i stack</subtitle>
+<subtitle id="0:38:33"> it up here</subtitle>
+<subtitle id="0:38:36">like this</subtitle>
+<subtitle id="0:38:39"> and we see that this little patch here</subtitle>
+<subtitle id="0:38:42">is the amount more that the ball</subtitle>
+<subtitle id="0:38:45"> traveled the next time and the patch here is the amount</subtitle>
+<subtitle id="0:38:48"> more that traveled from here and the patch here is the amount</subtitle>
+<subtitle id="0:38:51"> more and so this is the acceleration</subtitle>
+<subtitle id="0:38:54"> of the ball and looks pretty constant that's</subtitle>
+<subtitle id="0:38:57"> what the children were playing around with their cars so they very</subtitle>
+<subtitle id="0:39:0">quickly write a program</subtitle>
+<subtitle id="0:39:3">that's just like the one that they did for the car where the</subtitle>
+<subtitle id="0:39:6"> they make a simulated ball here and the ball speed</subtitle>
+<subtitle id="0:39:9"> increases by some constant amount and we</subtitle>
+<subtitle id="0:39:12"> change the vertical position by the ball speed and</subtitle>
+<subtitle id="0:39:15"> so if we started going like that it</subtitle>
+<subtitle id="0:39:18"> seems to fall but how can we</subtitle>
+<subtitle id="0:39:21"> determine that</subtitle>
+<subtitle id="0:39:24"> the what we've got here is</subtitle>
+<subtitle id="0:39:27"> an accurate model of what was happening in the physical world</subtitle>
+<subtitle id="0:39:30"> and here's how tyrone decided to do it</subtitle>
+<subtitle id="0:39:33"> and to make sure that i was doing</subtitle>
+<subtitle id="0:39:36"> it just right i got a magnifier</subtitle>
+<subtitle id="0:39:39">which would help me</subtitle>
+<subtitle id="0:39:42"> figure out if the size was just right</subtitle>
+<subtitle id="0:39:45"> after i'd done that i would</subtitle>
+<subtitle id="0:39:48"> go and click on the little basic category</subtitle>
+<subtitle id="0:39:51"> button and then a little</subtitle>
+<subtitle id="0:39:54">menu would pop up and one of the categories</subtitle>
+<subtitle id="0:39:57"> would be geometry so i click on that</subtitle>
+<subtitle id="0:40:0">and here it has many things that</subtitle>
+<subtitle id="0:40:3"> have to do with the size and shape</subtitle>
+<subtitle id="0:40:6">of the rectangle so</subtitle>
+<subtitle id="0:40:9">i would see what the height is i kept</subtitle>
+<subtitle id="0:40:12"> going along the process until i had them all</subtitle>
+<subtitle id="0:40:15">height i subtracted the smaller</subtitle>
+<subtitle id="0:40:18">from the big one to see if there was a</subtitle>
+<subtitle id="0:40:21"> kind of pattern anywhere that</subtitle>
+<subtitle id="0:40:24"> could help me and my best worked</subtitle>
+<subtitle id="0:40:27"> so in order to show that it was working i decided</subtitle>
+<subtitle id="0:40:30"> to leave a dot copy so that it would show</subtitle>
+<subtitle id="0:40:33"> that the ball was going at the exact right speed and acceleration</subtitle>
+<subtitle id="0:40:36"> so we can see that</subtitle>
+<subtitle id="0:40:39"> tyrone decided to just leave dots</subtitle>
+<subtitle id="0:40:42">like he had with the car and that the dots lined up</subtitle>
+<subtitle id="0:40:45"> with the actual physical phenomena and that</subtitle>
+<subtitle id="0:40:48"> is a way of showing that this is was an accurate</subtitle>
+<subtitle id="0:40:51"> way of modeling</subtitle>
+<subtitle id="0:40:54"> the constant acceleration of gravity</subtitle>
+<subtitle id="0:40:57">the the</subtitle>
+<subtitle id="0:41:0">xponential increase</subtitle>
+<subtitle id="0:41:3"> in the distance covered another way to</subtitle>
+<subtitle id="0:41:6"> do this is to just run the simulated</subtitle>
+<subtitle id="0:41:9"> ball against the movie so we can see here</subtitle>
+<subtitle id="0:41:12"> that they're tracking along very well</subtitle>
+<subtitle id="0:41:15">and that's another way of verifying that the</subtitle>
+<subtitle id="0:41:18"> mathematical model here is</subtitle>
+<subtitle id="0:41:21"> actually uh in</subtitle>
+<subtitle id="0:41:24"> accord with uh nature and</subtitle>
+<subtitle id="0:41:27"> of course there's a nice little payoff once</subtitle>
+<subtitle id="0:41:30"> you've done that once you've made a model of gravity you can</subtitle>
+<subtitle id="0:41:33">apply it to anything so why not make a spaceship</subtitle>
+<subtitle id="0:41:36"> trying to land on the moon and if we start</subtitle>
+<subtitle id="0:41:39"> it going and don't do anything then this spaceship will just</subtitle>
+<subtitle id="0:41:42">crash and</subtitle>
+<subtitle id="0:41:45">if we put a motor if we think of</subtitle>
+<subtitle id="0:41:48"> gravity as a velocity eater a motor</subtitle>
+<subtitle id="0:41:51"> is a velocity producer</subtitle>
+<subtitle id="0:41:54">so that's a little one line thing that connects up the</subtitle>
+<subtitle id="0:41:57"> the joystick</subtitle>
+<subtitle id="0:42:0"> here so i'll start this off and</subtitle>
+<subtitle id="0:42:3"> turn on the rocket motor here</subtitle>
+<subtitle id="0:42:6">and the effects</subtitle>
+<subtitle id="0:42:9"> of showing the flame here is this little script</subtitle>
+<subtitle id="0:42:12">and the crash if you're going too fast is this little script</subtitle>
+<subtitle id="0:42:15"> this is a game that people used to pay money for called lunar</subtitle>
+<subtitle id="0:42:18"> lander but it's within in the the range</subtitle>
+<subtitle id="0:42:21"> of an 11 year old or a 12 year old</subtitle>
+<subtitle id="0:42:24">this is so the computer allows</subtitle>
+<subtitle id="0:42:27">to experience the thing that</subtitle>
+<subtitle id="0:42:30"> mathematicians and scientists</subtitle>
+<subtitle id="0:42:33"> know about math and science and that is it's fun</subtitle>
+<subtitle id="0:42:36"> the the reason we do it is that it's fun</subtitle>
+<subtitle id="0:42:39"> it's illuminating it's exciting it's</subtitle>
+<subtitle id="0:42:42"> art and it's fun</subtitle>
+<subtitle id="0:42:45">and i don't believe it's possible to learn math and science without</subtitle>
+<subtitle id="0:42:48"> being introduced to the fun</subtitle>
+<subtitle id="0:42:51">the intrinsic reasons for doing this stuff</subtitle>
+<subtitle id="0:42:54">and so we see that the computer has something very very special</subtitle>
+<subtitle id="0:42:57">that books don't have</subtitle>
+<subtitle id="0:43:0"> because computer in a sense is a book that can read</subtitle>
+<subtitle id="0:43:3"> itself it's a book that can go</subtitle>
+<subtitle id="0:43:6"> from claims in language</subtitle>
+<subtitle id="0:43:9"> to being able to carry out these claims in simulations</subtitle>
+<subtitle id="0:43:12"> this gives us a different way of both learning</subtitle>
+<subtitle id="0:43:15"> about what an epidemic is but also arguing about what an</subtitle>
+<subtitle id="0:43:18"> epidemic is learning about what</subtitle>
+<subtitle id="0:43:21"> physical dynamics are arguing about what</subtitle>
+<subtitle id="0:43:24"> physical dynamics are and it's a way of</subtitle>
+<subtitle id="0:43:27"> doing this for children at a much earlier age</subtitle>
+<subtitle id="0:43:30"> than has ever been possible before</subtitle>
+<subtitle id="0:43:33">and now on the 100 laptop it can be done</subtitle>
+<subtitle id="0:43:36"> really inexpensively and be sent around</subtitle>
+<subtitle id="0:43:39">world so to</subtitle>
+<subtitle id="0:43:42"> finish up here i just want</subtitle>
+<subtitle id="0:43:45"> to the cautionary part of this is that</subtitle>
+<subtitle id="0:43:48">just like the potential for democracy</subtitle>
+<subtitle id="0:43:51"> was in the printing press in 1450</subtitle>
+<subtitle id="0:43:54"> but it took 200 years</subtitle>
+<subtitle id="0:43:57"> before people were even strongly writing essays</subtitle>
+<subtitle id="0:44:0"> about it and it took until the 18th century until</subtitle>
+<subtitle id="0:44:3"> it really started happening the potential</subtitle>
+<subtitle id="0:44:6"> for science</subtitle>
+<subtitle id="0:44:9"> was in the printing press in 1450</subtitle>
+<subtitle id="0:44:12">but it took again</subtitle>
+<subtitle id="0:44:15"> until the 17th century before</subtitle>
+<subtitle id="0:44:18">people a few people started looking at the world</subtitle>
+<subtitle id="0:44:21"> in a different way started writing about it got a few more people looking</subtitle>
+<subtitle id="0:44:24">at the world in a different way</subtitle>
+<subtitle id="0:44:27"> so the big revolutions</subtitle>
+<subtitle id="0:44:30"> are a bit like epidemics</subtitle>
+<subtitle id="0:44:33"> there are ecological phenomena and they take</subtitle>
+<subtitle id="0:44:36"> a long long time if the revolution is going to be a big one</subtitle>
+<subtitle id="0:44:39"> most people don't notice the revolution happening</subtitle>
+<subtitle id="0:44:42"> at all and certainly with computing most</subtitle>
+<subtitle id="0:44:45">don't notice the revolution</subtitle>
+<subtitle id="0:44:48">at all and it could take</subtitle>
+<subtitle id="0:44:51"> another 50 years unless we can do</subtitle>
+<subtitle id="0:44:54"> something about the mentoring systems so i</subtitle>
+<subtitle id="0:44:57"> urge all people who are interested in this problem</subtitle>
+<subtitle id="0:45:0"> to think about mentoring think</subtitle>
+<subtitle id="0:45:3"> about ways of changing</subtitle>
+<subtitle id="0:45:6"> the dynamics of mentoring in our society</subtitle>
+<subtitle id="0:45:9"> both through humans on the internet</subtitle>
+<subtitle id="0:45:12"> better attention to teacher training but also</subtitle>
+<subtitle id="0:45:15"> to thinking about how the computer might be a</subtitle>
+<subtitle id="0:45:18"> better teacher than it is today thank you very much and thanks</subtitle>