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PROFESSOR BLADE
KOTELLY: I think the way

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that we open their thinking
in the process of teaching

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it is to start connecting our
process to everything else they

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do in life.

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So start to really make
sure that they understand

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the connections between the
design process being used

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for something as
simple as planning

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a birthday party to something
more complicated, like making

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a mechanical system, designing
a phone, or something like that.

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We try to have them reflect on
it in their normal existence.

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So, do a design
critique of something,

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and come back in with that.

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So we can actually
have them think

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about oh, the design
of a simple object

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in my life, what
do I like about it?

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What don't I like about it?

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And then they start thinking
a little bit differently,

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because they realize that
all the ideas they've

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had about certainty,
these principles

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are true-- they realize,
well, they aren't always true.

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In fact, they're
only true in context.

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PROFESSOR JOEL
SCHINDALL: Part of what

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we do in the class is to
ask provocative questions.

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Students will give
an answer that they

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think is the normal
answer to the question.

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And Blade will say,
why do you think that?

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The students are a
little irritated.

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I think that because that's
the right thing to think.

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But it turns out that it's not
the only way to look at it.

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And they simply
haven't challenged

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that way of looking at.

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And sometimes we have to
walk a little fine line

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to not be too
irritating with this.

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But the fact is, the irritation
provokes the expanded

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exploration, the sensitivity
to things around them,

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which is what we want to
draw out in this class.

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PROFESSOR BLADE KOTELLY:
Some of the other goals

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include just doing a
really clean, simple design

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process they can
apply to anything.

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Being able to operate
as a designer does.

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So in the context of
whatever they're doing,

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know how to evaluate systems.

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Thinking about people.

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Understanding stakeholders.

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Understanding a little bit about
the architecture of a system

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and how to abstract it out.

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Understanding how to
write good requirements.

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Being able to usability
test something

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to see if someone actually can
use it, they like using it.

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Understanding the psychology
of human interaction

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with technology is
really important.

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Being able to think that
the brand of something

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actually affects the
way someone uses it.

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It's not just the logo
or something else,

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but the way the whole system
feels and the identity it

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produces in the mind
of someone that's

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unique compared
to other systems.

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And hopefully they're able
to see all this whenever

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they create anything.

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PROFESSOR JOEL SCHINDALL:
Blade had previous experience

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when we put the course
together in speech-activated

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satisfaction systems,
or answering systems.

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There's no easy name for it
in the language, or at least

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I'm missing it, but when you
call American Airlines to get

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information about a flight, or
when you call to order a pizza,

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you'll often interact with an
automated voice system which

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gives you certain prompts,
listens to your responses,

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and based on those responses
it gives you other prompts.

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Most people find them
very exasperating,

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because somehow they don't
seem to be foreseeing correctly

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the issue that
you're dealing with.

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And so we have the
students design systems.

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Initially, we have them
design a simple pizza ordering

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system or simple banking
transaction system,

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but then as their
project for the term,

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they will do a more
complicated system.

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Something like, one
of them did a system--

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I forget the exact name--
but it was for a parent

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to let a child call this
automated system and it would

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say, "Hi, this is Santa's elf.

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And what would you like
for Christmas this year?"

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And the child will
respond with what

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it would like to
get for Christmas.

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And the system is prompted
to listen for things

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and it will record the
child's answer, say

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that's a wonderful thing,
we'll see what we can do.

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And then the system
actually will call or text

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the child's parent to
tell the child's parent

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what the child asked
for for Christmas.

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It was a very
clever idea, and it

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was implemented in such a
way that people who used it

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actually had fun and
enjoyed the answers.

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The challenge for
the students is

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that you'd think that designing
a speech-activated system

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is an easy thing to do.

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And you quickly get
humbled by the fact

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that the first person
who you have try it

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comes up with a perfectly
logical response that

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is not what you had predicted.

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And it forces you to
get into the user's head

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and look at what do
I need to provide

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the user in the
way of information

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and what responses do I need
to be prepared to respond to,

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so that I can have an effective
dialogue with this user?

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It's a wonderful way of
training the students

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in how to be methodical,
how to put together a plan,

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how to engineer something,
but how to also test it

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with users and deal
with the issues that

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come up with those users.