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NARRATOR: The
following content is

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Creative Commons license.

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at ocw.mit.edu.

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PROFESSOR: Welcome to
another exciting day

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of Engineering
Innovation and Design.

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We'll read some
interesting things today

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so the pace might be
a little bit faster.

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Here we go.

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Pop quiz.

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I've given you a
piece of paper there.

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If you don't have that paper
you can use your own paper.

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This is the pop quiz.

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It's going to be given orally.

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Are you ready?

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I want you to tell
me what questions I

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would ask you on
a pop quiz today.

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That is your pop quiz.

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Question.

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AUDIENCE: Could you
repeat that question?

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PROFESSOR: I'd be happy to.

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It sounds a bit circular, right?

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I want you to tell
me what you think

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I would ask you on
a pop quiz today

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if I were giving you
a quiz on the material

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that we've had so far.

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AUDIENCE: What are the 10
steps in the design process.

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PROFESSOR: You should
just write this down.

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But I'm sure everyone would
appreciate your answer

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because it's a good one.

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So write that down.

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You might have two
or three answers.

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I'll give you about 34
seconds to fill that out.

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And time.

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Take your papers.

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Pass them over to this side of
the room all the way that side.

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And pass them to the
top down once you've

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collected all those papers.

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Now-- and let's do it
quietly-- here's the question.

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What questions would I ask you?

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AUDIENCE: [INAUDIBLE]

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PROFESSOR: Your name.

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That's a great one.

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Keep going.

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AUDIENCE: Do we write our names?

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PROFESSOR: Oh, yes.

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You should write your name
on your paper, of course.

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Yes.

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That's so I know who wrote this.

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But that would be a good
question to ask on a pop quiz--

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your name.

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AUDIENCE: What is innovation.

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PROFESSOR: What is innovation.

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That's great.

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What else?

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AUDIENCE: A few characteristics
of good and bad design?

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PROFESSOR: A few
characteristics of?

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Of good and bad design.

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Sure.

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What else?

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AUDIENCE: I believe
I've already stated--

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PROFESSOR: You did.

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And it was a great one.

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Could you restate it?

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AUDIENCE: What are the 10
steps of the design process.

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PROFESSOR: The 10
step design process.

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That's a wonderful one.

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Because that may even occur
on a subsequent pop quiz.

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AUDIENCE: What makes a
good design critique.

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PROFESSOR: What makes
a good design critique.

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Excellent.

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AUDIENCE: What's the most
important question to ask.

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PROFESSOR: What's the
most important question

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to ask particularly when
you're given a problem.

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Absolutely.

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That's a great one.

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Any other ones?

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You did a great job.

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You all get A's.

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So that's the beginning.

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So look for these
questions that may

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appear on subsequent
pop quizzes.

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Let's start in here.

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I want to know if anybody here
knows who these two people are.

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Anybody know who this
person is on the right?

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Tell me.

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Who is it?

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AUDIENCE: John Ive.

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PROFESSOR: Johnny Ive.

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Absolutely.

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And what does Johnny Ive do?

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AUDIENCE: He's the
Chief Designer at Apple.

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PROFESSOR: Yup.

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Chief Designer at Apple
for hardware products.

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AUDIENCE: Industrial Designer.

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PROFESSOR: Industrial Designer.

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Exactly.

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And on the left-- this guy
here in the black and white

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picture-- who's he?

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Hah.

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Not as famous as
Johnny Ive, I guess.

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Oh, maybe he is.

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Hold on.

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AUDIENCE: Is it Dieter Rams?

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PROFESSOR: It is Dieter Rams.

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Absolutely.

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Dieter Rams and Johnny Ive--
two very important people.

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Let's show you a
little bit about them.

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Dieter Rams was born
in 1932 in Germany.

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And he's closely
associated with something

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called the functionalist
school of industrial design.

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He made these things.

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Johnny Ive was born
a lot later in 1967.

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And you're all
familiar with his work

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from having experienced it
firsthand or seen it firsthand.

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These are Dieter Rams' work.

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These are Johnny Ive's work.

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Let's do that again.

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This is what Dieter Rams made.

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And, interestingly enough,
Johnny Ives made these.

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Do you notice any parallels?

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Let's take a look some more.

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Johnny Ive on the right.

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Dieter Rams on the left.

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Johnny Ive on the right.

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Dieter Rams on the left.

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And would you believe Johnny
on the right and Dieter Rams

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on the left?

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Again, Johnny Ive on the
right with a speaker that

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has an iPod on top of it
and a speaker over here

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that has a phonograph on it.

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An iMac.

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A speaker.

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Johnny Ive.

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Dieter Rams.

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Johnny Ive on the right.

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It's like a television.

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Doesn't it look
like a television?

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And here it's a television.

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So this interesting.

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That's a speaker I guess.

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What is this product?

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AUDIENCE: An iPod.

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PROFESSOR: It is an iPod.

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And what is this product?

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AUDIENCE: A radio.

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PROFESSOR: It's a radio.

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It's a radio.

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So here's the question.

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They didn't talk about
this for a very long time--

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Johnny Ive and Dieter Rams.

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So we're going to put
ourselves back up a few months

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or a few years ago when no
one knew what's going on here

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or how they felt
about each other.

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What do you think about this?

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What do you think about
this when you see this?

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AUDIENCE: Legally different.

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PROFESSOR: Legally different?

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Legally.

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What does that mean?

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AUDIENCE: It wouldn't be
copyright infringement.

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PROFESSOR: It's not
copyright infringement.

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Yeah, totally different.

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These look totally
different from each other.

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I know there's no
way you could see

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any similarity in this
corpus of work at all.

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Don't tell the Apple lawyers
who are suing Samsung--

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or who sued Samsung
successfully.

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What else?

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What else do you think
of when you see this?

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Yes.

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AUDIENCE: Good
design is repeated.

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PROFESSOR: Good
design is repeated.

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What do you mean by repeated?

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AUDIENCE: Used again.

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PROFESSOR: That's pretty clever.

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Used again.

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[LAUGHTER]

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PROFESSOR: It's very--

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[INTERPOSING VOICES]

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PROFESSOR: So she's
saying that good design,

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you just use the same
thing over again.

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AUDIENCE: No.

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PROFESSOR: No.

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Not quite?

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Am I shading it?

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OK.

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Let's see what-- go ahead.

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AUDIENCE: No, that's all.

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PROFESSOR: OK, fine.

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If you think of
something, let me know.

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AUDIENCE: As long
as you don't have

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to redesign the
wheel, [INAUDIBLE]?

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PROFESSOR: So adapting
designs for what you need, OK.

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What else?

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AUDIENCE: While the designs
are very similar and shared

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between them, the products
themselves are very different.

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PROFESSOR: Ah.

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He says the designs are similar
but the products are different.

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Tell me.

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I see a music player on
the left and a music player

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on the right.

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This one fits in your pocket.

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This one fits in your pocket.

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This one has a circular
thing that spins

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and this is a circular
thing that spins.

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This allows you to select stuff.

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That circle and this circle
allows you to select stuff.

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Tell me are they different?

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AUDIENCE: [INAUDIBLE]

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PROFESSOR: A little different.

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Sure.

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Because it's a screen
over here on the right.

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And a hard drive, yes.

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Actually it's kind of funny.

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Right now, interestingly, if you
buy an iPod Touch or something,

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you don't have to have
music on your iPod.

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It streams it wirelessly over
the air much like a radio.

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Fascinatingly similar.

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Everything old is new again.

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So you say they're different,
but they're kind of similar.

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What else?

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How do you think
they feel about this?

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How do you think
that Dieter Rams felt

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when he saw these
things coming out?

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AUDIENCE: Happy?

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PROFESSOR: Happy.

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Why happy?

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AUDIENCE: He insprired a whole
new generation of design.

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PROFESSOR: There we go.

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So he says, I'm so glad you're
copying all my hardware.

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I feel like I've really,
really contributed

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a lot more to society
because of this.

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That's one interpretation.

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What if someone was sitting
next to you during a test

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00:08:45,910 --> 00:08:47,760
and took that philosophy?

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Would you feel happy about the
fact that they were inspiring

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a whole new set of A's?

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I don't know.

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At what point have you ever
made something or thought, hey,

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00:09:00,380 --> 00:09:03,060
you're copying our stuff?

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AUDIENCE: You want to look at
whoever wrote the textbook.

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00:09:05,532 --> 00:09:07,990
You're reading the textbook
and putting down the knowledge.

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You're stealing from them.

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PROFESSOR: I don't know.

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00:09:12,239 --> 00:09:12,780
I don't know.

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This is interesting.

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00:09:13,613 --> 00:09:17,080
So we have these things that
definitely seem very similar.

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But what's interesting
is that they both believe

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00:09:25,460 --> 00:09:28,010
in the same
fundamental approaches

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to how to design great stuff.

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And they might have come
to similar conclusions

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either knowingly, because
of this form factor,

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maybe somewhat unknowingly
and they realized,

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boy this looks a
little bit like this,

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what can we learn from that.

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00:09:45,160 --> 00:09:47,167
What is step number two?

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AUDIENCE: The information phase.

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00:09:48,500 --> 00:09:49,410
PROFESSOR: The
information phase, yes.

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00:09:49,410 --> 00:09:50,480
The information phase.

264
00:09:50,480 --> 00:09:52,396
So how can we leverage
what's out in the world

265
00:09:52,396 --> 00:09:53,910
already to inform our design?

266
00:09:53,910 --> 00:09:57,330
And they might have looked at--
I don't know-- 50 or 100 or 200

267
00:09:57,330 --> 00:09:59,830
different ideas and came on
this one or a group of them

268
00:09:59,830 --> 00:10:00,390
that looked like this.

269
00:10:00,390 --> 00:10:02,306
And he said, it reminds
me of this other thing

270
00:10:02,306 --> 00:10:04,380
that I saw a long time
ago, when I was a kid.

271
00:10:04,380 --> 00:10:07,100
And I loved the way it worked.

272
00:10:07,100 --> 00:10:07,805
So yes.

273
00:10:07,805 --> 00:10:09,180
I think you're
right about this--

274
00:10:09,180 --> 00:10:13,220
that great design has
a lot of similarities.

275
00:10:13,220 --> 00:10:15,650
And you'll see this
happening throughout history.

276
00:10:15,650 --> 00:10:18,490
Things change very
little in history.

277
00:10:18,490 --> 00:10:21,280
There are few changes that
occur-- fundamental changes.

278
00:10:21,280 --> 00:10:24,180
Take a look at kitchens.

279
00:10:24,180 --> 00:10:27,230
Kitchens in the past-- I
don't know, let's say 60,

280
00:10:27,230 --> 00:10:30,460
70 years-- have only
had really two changes

281
00:10:30,460 --> 00:10:32,160
that are substantive.

282
00:10:32,160 --> 00:10:34,480
One of them is that there
are now-- almost always when

283
00:10:34,480 --> 00:10:36,885
the new kitchens are
designed-- open to another room

284
00:10:36,885 --> 00:10:38,640
or to an area where
people can entertain.

285
00:10:38,640 --> 00:10:41,130
People use the kitchen
differently now

286
00:10:41,130 --> 00:10:43,010
as a way of connecting
with people.

287
00:10:43,010 --> 00:10:44,500
Before, you'd shut
off the kitchen.

288
00:10:44,500 --> 00:10:45,420
You close the door.

289
00:10:45,420 --> 00:10:46,650
And you bring out the food.

290
00:10:46,650 --> 00:10:49,025
And you say, look at this
beautiful food and not the mess

291
00:10:49,025 --> 00:10:50,280
in the kitchen.

292
00:10:50,280 --> 00:10:51,020
That changed.

293
00:10:51,020 --> 00:10:53,710
And microwave ovens changed.

294
00:10:53,710 --> 00:10:55,630
Who here has a microwave oven?

295
00:10:55,630 --> 00:10:56,710
Wow.

296
00:10:56,710 --> 00:10:58,900
And who here has
a microwave oven

297
00:10:58,900 --> 00:11:00,544
and doesn't have
their own kitchen?

298
00:11:00,544 --> 00:11:02,210
So some of you don't
even have a kitchen

299
00:11:02,210 --> 00:11:03,040
and you've got a microwave oven.

300
00:11:03,040 --> 00:11:03,747
Pretty amazing.

301
00:11:03,747 --> 00:11:04,580
That's a big change.

302
00:11:04,580 --> 00:11:07,490
Otherwise, we've
got refrigeration.

303
00:11:07,490 --> 00:11:08,777
We've got a stove.

304
00:11:08,777 --> 00:11:10,860
About the same height as
all the stoves before it.

305
00:11:10,860 --> 00:11:13,530
We've got ovens.

306
00:11:13,530 --> 00:11:16,557
If you're rich, you
might have two ovens.

307
00:11:16,557 --> 00:11:18,140
Maybe you have a
garbage disposal now,

308
00:11:18,140 --> 00:11:19,848
but there's not a
whole bunch of changes.

309
00:11:19,848 --> 00:11:21,290
Things change very slowly.

310
00:11:21,290 --> 00:11:23,050
So we'll see this in design.

311
00:11:23,050 --> 00:11:25,276
And what's interesting is
that Dieter Rams came up

312
00:11:25,276 --> 00:11:28,310
with these 10 principles
of good design.

313
00:11:28,310 --> 00:11:30,090
So let's discuss them.

314
00:11:30,090 --> 00:11:34,030
I want you to tell me, for
each of these principles,

315
00:11:34,030 --> 00:11:40,455
what you think they mean and
if you think they're any good.

316
00:11:40,455 --> 00:11:44,550
Good design is innovative.

317
00:11:44,550 --> 00:11:46,675
What does that mean that
good design is innovative?

318
00:11:49,625 --> 00:11:50,250
How about this.

319
00:11:50,250 --> 00:11:52,430
Who thinks good design is
not innovative-- does not

320
00:11:52,430 --> 00:11:53,346
have to be innovative?

321
00:11:56,460 --> 00:11:58,292
Give me some example.

322
00:11:58,292 --> 00:11:59,284
AUDIENCE: [INAUDIBLE].

323
00:11:59,284 --> 00:12:00,276
PROFESSOR: Sure.

324
00:12:00,276 --> 00:12:02,650
To prove that good design does
not have to be innovative.

325
00:12:02,650 --> 00:12:06,100
AUDIENCE: The one
you just showed us?

326
00:12:06,100 --> 00:12:08,780
PROFESSOR: So you're
saying that this was not

327
00:12:08,780 --> 00:12:10,754
an innovation over this?

328
00:12:10,754 --> 00:12:11,920
AUDIENCE: Well, parts of it.

329
00:12:11,920 --> 00:12:13,120
PROFESSOR: Part of it.

330
00:12:13,120 --> 00:12:15,150
What part?

331
00:12:15,150 --> 00:12:16,290
AUDIENCE: The way it looks.

332
00:12:16,290 --> 00:12:17,520
PROFESSOR: Is innovative?

333
00:12:17,520 --> 00:12:18,213
Or not innovate?

334
00:12:21,310 --> 00:12:24,220
AUDIENCE: Not if you're
comparing it to the other one.

335
00:12:24,220 --> 00:12:25,400
PROFESSOR: How come?

336
00:12:25,400 --> 00:12:27,000
This is made of plastic.

337
00:12:27,000 --> 00:12:28,650
This has different
kinds of plastic.

338
00:12:28,650 --> 00:12:30,340
It's got a screen on it.

339
00:12:30,340 --> 00:12:32,405
It's got four buttons
on the outside.

340
00:12:32,405 --> 00:12:34,530
It's got headphones that
are attached to it instead

341
00:12:34,530 --> 00:12:37,560
of using a speaker.

342
00:12:37,560 --> 00:12:39,624
You think it's too similar?

343
00:12:39,624 --> 00:12:41,665
AUDIENCE: No, I'm saying
that it's as innovative.

344
00:12:41,665 --> 00:12:43,748
I think it doesn't have
to be extremely innovative

345
00:12:43,748 --> 00:12:45,570
because I'm saying
they look very similar.

346
00:12:45,570 --> 00:12:48,695
There are innovations
but they're not drastic.

347
00:12:48,695 --> 00:12:50,320
PROFESSOR: Would you
say an iPod is not

348
00:12:50,320 --> 00:12:52,340
a drastic innovation
over a radio?

349
00:12:52,340 --> 00:12:54,580
AUDIENCE: Yes, I'm
saying it is, but I'm

350
00:12:54,580 --> 00:12:56,400
saying the physical
appearance of it.

351
00:12:56,400 --> 00:12:57,816
PROFESSOR: The
physical appearance

352
00:12:57,816 --> 00:12:59,480
may not be innovative.

353
00:12:59,480 --> 00:13:00,230
Other examples?

354
00:13:00,230 --> 00:13:03,890
I'm going to bring this
other slide back up.

355
00:13:03,890 --> 00:13:04,882
Yes.

356
00:13:04,882 --> 00:13:06,507
AUDIENCE: Some of
the things that we've

357
00:13:06,507 --> 00:13:10,338
been using since forever,
like a bowl or something--

358
00:13:10,338 --> 00:13:12,830
it's really basic but I
think it's good design.

359
00:13:12,830 --> 00:13:14,702
PROFESSOR: A bowl
is a good design.

360
00:13:14,702 --> 00:13:16,655
But if someone made a new bowl--

361
00:13:18,912 --> 00:13:20,370
AUDIENCE: It could
be a good design

362
00:13:20,370 --> 00:13:23,800
and innovate but I don't
think it's required.

363
00:13:23,800 --> 00:13:25,540
PROFESSOR: You
don't it's required?

364
00:13:25,540 --> 00:13:29,420
So a new bowl doesn't have to be
innovative to be well designed

365
00:13:29,420 --> 00:13:30,650
or to be a good design.

366
00:13:30,650 --> 00:13:31,613
That's interesting.

367
00:13:31,613 --> 00:13:33,585
AUDIENCE: To go back
to the last example,

368
00:13:33,585 --> 00:13:35,557
innovation also
depends on the context

369
00:13:35,557 --> 00:13:37,040
when you're looking
at the design.

370
00:13:37,040 --> 00:13:38,190
PROFESSOR: What do
you mean the context

371
00:13:38,190 --> 00:13:39,250
in looking at the design?

372
00:13:39,250 --> 00:13:40,490
What do you mean it
depends on the context?

373
00:13:40,490 --> 00:13:42,531
AUDIENCE: So right now,
before I saw Dieter Rams,

374
00:13:42,531 --> 00:13:44,837
I was of the opposite
position of Johnny Ives.

375
00:13:44,837 --> 00:13:47,252
But now I that I see a
different context, maybe I see

376
00:13:47,252 --> 00:13:49,312
[INAUDIBLE]

377
00:13:49,312 --> 00:13:50,270
PROFESSOR: Interesting.

378
00:13:50,270 --> 00:13:51,061
That's interesting.

379
00:13:51,061 --> 00:13:52,280
Context.

380
00:13:52,280 --> 00:13:53,620
What do you mean context, now?

381
00:13:53,620 --> 00:13:55,817
What's your context?

382
00:13:55,817 --> 00:13:58,150
AUDIENCE: It's what I know
about those kinds of designs.

383
00:13:58,150 --> 00:13:59,620
PROFESSOR: It's what you know.

384
00:13:59,620 --> 00:14:01,262
Context about what you know.

385
00:14:01,262 --> 00:14:04,015
Could it be something
else as well?

386
00:14:04,015 --> 00:14:05,665
AUDIENCE: Context
of similar designs

387
00:14:05,665 --> 00:14:07,480
and their past designs
related to that.

388
00:14:07,480 --> 00:14:09,680
PROFESSOR: A broader context.

389
00:14:09,680 --> 00:14:11,065
What else?

390
00:14:11,065 --> 00:14:11,565
Yes.

391
00:14:11,565 --> 00:14:14,065
AUDIENCE: I would have to argue
that this design is innovate

392
00:14:14,065 --> 00:14:17,052
because if a design is very
good, then there is no reason

393
00:14:17,052 --> 00:14:18,480
you want to improve it.

394
00:14:18,480 --> 00:14:20,700
PROFESSOR: If a design is
very good if there's no?

395
00:14:20,700 --> 00:14:21,670
AUDIENCE: There's no
reason to improve it.

396
00:14:21,670 --> 00:14:23,010
PROFESSOR: No reason
to improve it.

397
00:14:23,010 --> 00:14:24,390
AUDIENCE: If you come
up with something that's

398
00:14:24,390 --> 00:14:26,290
good than from
what is was before

399
00:14:26,290 --> 00:14:29,479
and it's selling
well then there's

400
00:14:29,479 --> 00:14:30,520
clearly some improvement.

401
00:14:30,520 --> 00:14:33,460
PROFESSOR: She said if
you have a new product

402
00:14:33,460 --> 00:14:35,620
and it's selling
well then there's

403
00:14:35,620 --> 00:14:36,920
clearly some improvement.

404
00:14:36,920 --> 00:14:38,950
What if it's not
selling so well?

405
00:14:38,950 --> 00:14:40,162
Could it be innovative?

406
00:14:40,162 --> 00:14:41,703
AUDIENCE: It could
also be innovative

407
00:14:41,703 --> 00:14:45,464
because I think the innovation
is defined-- well, not defined,

408
00:14:45,464 --> 00:14:50,007
but it about when you decide
that needs to be redesigned.

409
00:14:50,007 --> 00:14:51,590
PROFESSOR: Innovation
comes about when

410
00:14:51,590 --> 00:14:53,040
you decide it needs
to be redesigned.

411
00:14:53,040 --> 00:14:53,540
Interesting.

412
00:14:57,250 --> 00:14:59,800
Other ideas?

413
00:14:59,800 --> 00:15:01,850
I think context is
very interesting here

414
00:15:01,850 --> 00:15:04,490
and a little unusual.

415
00:15:04,490 --> 00:15:08,570
Context-- we look at the
world in a certain way.

416
00:15:08,570 --> 00:15:12,460
By a show of hands
here, who thinks

417
00:15:12,460 --> 00:15:16,300
that their hairstyle
looks ridiculous?

418
00:15:16,300 --> 00:15:20,230
There are no hands that went up.

419
00:15:20,230 --> 00:15:23,090
Who here thinks that people
whose-- they see pictures

420
00:15:23,090 --> 00:15:26,860
of people from the '80s
have ridiculous hairstyles?

421
00:15:26,860 --> 00:15:28,270
Yeah, a lot more
hands go up now.

422
00:15:28,270 --> 00:15:30,450
How about the '70s?

423
00:15:30,450 --> 00:15:33,166
So you don't think that in 20
years you're going to look back

424
00:15:33,166 --> 00:15:35,790
at pictures of yourself and go,
I cannot believe my hair looked

425
00:15:35,790 --> 00:15:38,140
like that?

426
00:15:38,140 --> 00:15:39,580
Context, right?

427
00:15:39,580 --> 00:15:41,950
Context of our society.

428
00:15:41,950 --> 00:15:45,025
Angel goes, no way,
his hair looks great.

429
00:15:45,025 --> 00:15:45,650
That's awesome.

430
00:15:45,650 --> 00:15:46,899
I'm always keeping this thing.

431
00:15:46,899 --> 00:15:48,010
And he may.

432
00:15:48,010 --> 00:15:49,706
He may keep that.

433
00:15:49,706 --> 00:15:51,830
Some things are a little
more timeless than others.

434
00:15:51,830 --> 00:15:55,660
Do you know something
interesting about art forgery?

435
00:15:55,660 --> 00:15:57,410
Anyone know a lot
about art forgery?

436
00:15:57,410 --> 00:16:01,010
So if there's a piece of
art from the-- let's say,

437
00:16:01,010 --> 00:16:05,860
early 1800s-- and let's
suppose it's now 1920.

438
00:16:05,860 --> 00:16:11,070
And I have hired Jacob
to forge a piece of art--

439
00:16:11,070 --> 00:16:12,920
he's a great art forger.

440
00:16:12,920 --> 00:16:16,570
Well, if he's great, at the time
when they had these forgeries,

441
00:16:16,570 --> 00:16:19,990
you wouldn't be able to
tell that it was a forgery.

442
00:16:22,710 --> 00:16:27,290
But 30, 40, 50 years later, you
say, oh, that's the forgery.

443
00:16:27,290 --> 00:16:28,540
I can tell.

444
00:16:28,540 --> 00:16:32,410
Because unconsciously, Jacob
sees the world around him

445
00:16:32,410 --> 00:16:37,040
and he begins to put in
elements of contemporary design

446
00:16:37,040 --> 00:16:38,500
into that piece.

447
00:16:38,500 --> 00:16:41,720
And 50 years later, the
context has changed,

448
00:16:41,720 --> 00:16:42,670
and you can see it.

449
00:16:42,670 --> 00:16:45,330
You can see the stuff in there.

450
00:16:45,330 --> 00:16:47,380
You can see those
differences and everything

451
00:16:47,380 --> 00:16:49,750
he's done to balance out
all the small differences.

452
00:16:49,750 --> 00:16:52,070
And it looks like a forgery.

453
00:16:52,070 --> 00:16:53,780
It's pretty amazing.

454
00:16:53,780 --> 00:16:55,037
So maybe this is true.

455
00:16:55,037 --> 00:16:55,870
Maybe it's not true.

456
00:16:55,870 --> 00:16:56,390
How about this one?

457
00:16:56,390 --> 00:16:57,848
Good design makes
a product useful.

458
00:16:57,848 --> 00:17:00,330
Is that true?

459
00:17:00,330 --> 00:17:02,950
Who thinks it's not true?

460
00:17:02,950 --> 00:17:04,970
Who thinks it is true?

461
00:17:04,970 --> 00:17:06,020
What does it mean?

462
00:17:06,020 --> 00:17:08,506
What does it mean to be useful?

463
00:17:08,506 --> 00:17:10,256
I want to know what
it means to be useful.

464
00:17:10,256 --> 00:17:11,484
AUDIENCE: Satifies a need.

465
00:17:11,484 --> 00:17:12,650
PROFESSOR: Satisfies a need.

466
00:17:16,530 --> 00:17:19,286
Tell me more about that.

467
00:17:19,286 --> 00:17:19,869
What's a need?

468
00:17:23,140 --> 00:17:30,030
Do I need to listen to all
my music wherever I am?

469
00:17:30,030 --> 00:17:32,270
I kind of need to.

470
00:17:32,270 --> 00:17:34,820
I get bored easily.

471
00:17:34,820 --> 00:17:37,050
Satisfies a need
or maybe something

472
00:17:37,050 --> 00:17:39,420
less serious than a need.

473
00:17:39,420 --> 00:17:41,570
AUDIENCE: If it adds value.

474
00:17:41,570 --> 00:17:43,139
PROFESSOR: Adds value.

475
00:17:43,139 --> 00:17:44,430
What does it mean to add value?

476
00:17:44,430 --> 00:17:45,275
What is value?

477
00:17:49,860 --> 00:17:50,400
Any ideas?

478
00:17:50,400 --> 00:17:52,368
Anyone?

479
00:17:52,368 --> 00:17:54,340
AUDIENCE: Performs an
action efficiently.

480
00:17:54,340 --> 00:17:57,016
PROFESSOR: Performs
an action efficiently.

481
00:17:57,016 --> 00:17:59,040
Does art perform an
action efficiently?

482
00:18:02,330 --> 00:18:04,516
AUDIENCE: It depends on
how if art is useful.

483
00:18:04,516 --> 00:18:05,390
PROFESSOR: Well, yes.

484
00:18:05,390 --> 00:18:06,020
Is art useful?

485
00:18:06,020 --> 00:18:06,780
I don't know.

486
00:18:06,780 --> 00:18:07,630
Is art design?

487
00:18:07,630 --> 00:18:09,380
Oh, different topic.

488
00:18:09,380 --> 00:18:12,370
Reserved for a different day.

489
00:18:12,370 --> 00:18:13,095
What else?

490
00:18:13,095 --> 00:18:14,970
AUDIENCE: It does what
it was designed to do.

491
00:18:14,970 --> 00:18:16,053
PROFESSOR: Designed to do.

492
00:18:16,053 --> 00:18:17,559
It does what it
was designed to do.

493
00:18:17,559 --> 00:18:19,100
So good design makes
a product useful

494
00:18:19,100 --> 00:18:22,800
because it's doing what
it's supposed to do.

495
00:18:22,800 --> 00:18:25,129
It has fulfilled its
intended purpose.

496
00:18:25,129 --> 00:18:28,552
AUDIENCE: I think I'd like
to argue that because I think

497
00:18:28,552 --> 00:18:32,464
that you could have a useful
product that has a purpose that

498
00:18:32,464 --> 00:18:34,460
wasn't intended by
the manufacturer.

499
00:18:34,460 --> 00:18:36,350
PROFESSOR: A useful
product whose purpose

500
00:18:36,350 --> 00:18:38,750
was not intended by
the manufacturer.

501
00:18:38,750 --> 00:18:39,738
Let's consider this.

502
00:18:42,880 --> 00:18:44,940
This is risky.

503
00:18:44,940 --> 00:18:49,850
This is a brand new Apple
Macintosh Retina Display

504
00:18:49,850 --> 00:18:54,940
MacBook Pro which I'm going
to use as a door stop.

505
00:18:57,560 --> 00:18:58,200
Oh, yeah.

506
00:19:03,410 --> 00:19:03,940
Not int--

507
00:19:03,940 --> 00:19:09,140
[LAUGHTER]

508
00:19:09,140 --> 00:19:11,527
Can we get a close
up on that one?

509
00:19:11,527 --> 00:19:12,610
Can we see this over here?

510
00:19:12,610 --> 00:19:14,318
I don't know if you
can see it down here.

511
00:19:14,318 --> 00:19:16,900
This is my pride and joy here
being used as a door stop.

512
00:19:16,900 --> 00:19:19,760
Not intended by
the manufacturer.

513
00:19:19,760 --> 00:19:21,850
Pretty useful if we need
to prop open the door

514
00:19:21,850 --> 00:19:25,190
I suppose I could prop it open.

515
00:19:25,190 --> 00:19:27,360
Oh god, that scraping
sound sounds terrible.

516
00:19:30,590 --> 00:19:31,920
Anything for you guys.

517
00:19:31,920 --> 00:19:32,550
Anything.

518
00:19:32,550 --> 00:19:35,200
So look how nice it
props the door open

519
00:19:35,200 --> 00:19:36,700
if we didn't have
something else.

520
00:19:36,700 --> 00:19:38,850
Again, not intended
by the manufacturer

521
00:19:38,850 --> 00:19:41,583
who had to work on the
tolerances of this device.

522
00:19:48,950 --> 00:19:50,700
So that's interesting.

523
00:19:53,320 --> 00:19:56,730
What if it didn't performance
its intended action

524
00:19:56,730 --> 00:19:58,539
and I found a new use for it?

525
00:19:58,539 --> 00:19:59,330
Is it still useful?

526
00:20:02,546 --> 00:20:05,680
I could have an Acer or
something that I would think--

527
00:20:05,680 --> 00:20:08,127
or maybe a five-year-old
Acer that's very, very slow

528
00:20:08,127 --> 00:20:10,710
and doesn't work very well and
I need to get rid of it anyway.

529
00:20:10,710 --> 00:20:11,200
And it's broke.

530
00:20:11,200 --> 00:20:11,910
It's falling apart.

531
00:20:11,910 --> 00:20:14,368
And the screen-- every time I
move it the screen falls off.

532
00:20:14,368 --> 00:20:17,000
And I can take it and make
it a very useful doorstep.

533
00:20:17,000 --> 00:20:19,622
Not its intended purpose at all.

534
00:20:19,622 --> 00:20:22,110
AUDIENCE: I still don't think
that it's a good design just

535
00:20:22,110 --> 00:20:25,577
because it has a use, though,
because you used it as a door

536
00:20:25,577 --> 00:20:29,074
stop but I still don't think
that is one of the best

537
00:20:29,074 --> 00:20:30,120
choices for a door stop.

538
00:20:30,120 --> 00:20:31,170
PROFESSOR: You don't think
it's the best choice for a door

539
00:20:31,170 --> 00:20:31,670
stop?

540
00:20:31,670 --> 00:20:34,230
I think it's a
beautiful door stop.

541
00:20:34,230 --> 00:20:35,626
Maybe the MacBook Air is better.

542
00:20:35,626 --> 00:20:36,375
It's wedge shaped.

543
00:20:38,843 --> 00:20:40,676
AUDIENCE: I think the
connotations of design

544
00:20:40,676 --> 00:20:41,770
is purposeful.

545
00:20:41,770 --> 00:20:45,005
So if you use it for
an unintended use,

546
00:20:45,005 --> 00:20:47,460
I don't think it's
considered a good thing.

547
00:20:47,460 --> 00:20:48,330
PROFESSOR: If I use it
for an unintended use,

548
00:20:48,330 --> 00:20:49,340
it's not good design.

549
00:20:49,340 --> 00:20:50,576
Why not?

550
00:20:50,576 --> 00:20:52,492
AUDIENCE: Because when
a designer is designing

551
00:20:52,492 --> 00:20:54,325
a product, they have a
specific use in mind.

552
00:20:54,325 --> 00:20:56,000
And they're trying
to achieve that goal.

553
00:20:56,000 --> 00:21:00,517
If they don't achieve that goal
and then achieve another goal--

554
00:21:00,517 --> 00:21:03,100
PROFESSOR: What if they achieve
something far better, far more

555
00:21:03,100 --> 00:21:04,540
noble, far more incredible?

556
00:21:04,540 --> 00:21:05,980
AUDIENCE: That's not what
they were trying to do.

557
00:21:05,980 --> 00:21:07,730
PROFESSOR: I know but
is it good anyway?

558
00:21:07,730 --> 00:21:09,620
Does it matter what the
intent is is the question.

559
00:21:09,620 --> 00:21:11,411
AUDIENCE: I think it
does matter what the--

560
00:21:11,411 --> 00:21:13,210
PROFESSOR: You think
intent matters.

561
00:21:13,210 --> 00:21:16,160
Who thinks intent matters?

562
00:21:16,160 --> 00:21:18,250
Who thinks intent
does not matter?

563
00:21:18,250 --> 00:21:19,900
Who's unsure about this?

564
00:21:19,900 --> 00:21:20,467
Oh, yes.

565
00:21:20,467 --> 00:21:22,300
This would be good for
a later conversation.

566
00:21:22,300 --> 00:21:23,180
Let's consider this.

567
00:21:23,180 --> 00:21:23,990
Good design-- now
know we're getting

568
00:21:23,990 --> 00:21:25,156
really crazy-- is aesthetic.

569
00:21:25,156 --> 00:21:27,446
What does it mean
to be aesthetic?

570
00:21:27,446 --> 00:21:29,320
[AUDIENCE MEMBERS RESPONDING
 SIMULTANEOUSLY]

571
00:21:29,320 --> 00:21:30,890
PROFESSOR: Pleasing.

572
00:21:30,890 --> 00:21:33,870
Pleasing in what way?

573
00:21:33,870 --> 00:21:34,760
AUDIENCE: Visually.

574
00:21:34,760 --> 00:21:37,099
PROFESSOR: Visually pleasing.

575
00:21:37,099 --> 00:21:38,580
AUDIENCE: All ways.

576
00:21:38,580 --> 00:21:41,110
PROFESSOR: What?

577
00:21:41,110 --> 00:21:42,467
AUDIENCE: All ways,

578
00:21:42,467 --> 00:21:44,050
PROFESSOR: Pleasing
in other ways too.

579
00:21:44,050 --> 00:21:46,850
Not just visually but
auditorily pleasing.

580
00:21:46,850 --> 00:21:51,076
Maybe the smell of a new car.

581
00:21:51,076 --> 00:21:52,520
You don't think
they work on that?

582
00:21:52,520 --> 00:21:54,000
Oh, they work on that.

583
00:21:54,000 --> 00:21:55,892
In fact, Mercedes
once was having

584
00:21:55,892 --> 00:21:57,850
an issue with some cars
because it didn't quite

585
00:21:57,850 --> 00:21:59,900
have that Mercedes smell.

586
00:21:59,900 --> 00:22:01,250
So they hired a nose.

587
00:22:01,250 --> 00:22:02,910
Anyone knows what a nose is?

588
00:22:02,910 --> 00:22:05,003
It's a person who
smells really well.

589
00:22:05,003 --> 00:22:06,586
And it's about one
in-- I don't know--

590
00:22:06,586 --> 00:22:08,919
100,000 people or 500,000
people or a million people who

591
00:22:08,919 --> 00:22:10,910
have this great ability
to smell things well.

592
00:22:10,910 --> 00:22:12,119
And the nose went to the car.

593
00:22:12,119 --> 00:22:13,076
And they took this car.

594
00:22:13,076 --> 00:22:15,590
They shipped it from wherever
the car person, owner was.

595
00:22:15,590 --> 00:22:16,580
They gave her a different car.

596
00:22:16,580 --> 00:22:17,455
They shipped it down.

597
00:22:17,455 --> 00:22:20,870
And she [SNIFFING] smelled
all around the car.

598
00:22:20,870 --> 00:22:22,560
Then she went, door,
take the door off.

599
00:22:22,560 --> 00:22:23,268
And the went, OK.

600
00:22:23,268 --> 00:22:24,429
They stripped the door off.

601
00:22:24,429 --> 00:22:25,720
She's smelling around the door.

602
00:22:25,720 --> 00:22:27,080
She said take this
panel off the door.

603
00:22:27,080 --> 00:22:28,240
They took the
panel off the door.

604
00:22:28,240 --> 00:22:29,739
She's smelling and
goes, this is it.

605
00:22:29,739 --> 00:22:32,540
This is the problem
right here, in the door.

606
00:22:32,540 --> 00:22:34,300
It was the insulation.

607
00:22:34,300 --> 00:22:35,980
And they went to the
insulation people.

608
00:22:35,980 --> 00:22:37,580
They said, what did you
do to our insulation.

609
00:22:37,580 --> 00:22:38,960
They said, we didn't do
anything to the insulation.

610
00:22:38,960 --> 00:22:39,950
Show us what happened.

611
00:22:39,950 --> 00:22:40,750
And they found out.

612
00:22:40,750 --> 00:22:43,920
In one part of this process,
really early on, the insulation

613
00:22:43,920 --> 00:22:49,170
had been stored in sacks
that had once stored tea.

614
00:22:49,170 --> 00:22:51,180
Oh, yeah.

615
00:22:51,180 --> 00:22:54,710
That new car smell,
very important.

616
00:22:54,710 --> 00:22:56,380
So good design is aesthetic.

617
00:22:56,380 --> 00:22:59,180
Who thinks this is true that
good design must be aesthetic?

618
00:23:01,609 --> 00:23:03,650
AUDIENCE: It's something
that you're going to use

619
00:23:03,650 --> 00:23:07,130
and you want it to be pleasing
in every sense of the word.

620
00:23:07,130 --> 00:23:07,430
PROFESSOR: You want
it to be pleasing

621
00:23:07,430 --> 00:23:08,555
in every sense of the word?

622
00:23:08,555 --> 00:23:10,520
Who thinks it's not true?

623
00:23:10,520 --> 00:23:11,417
Tell us why.

624
00:23:11,417 --> 00:23:13,875
AUDIENCE: If you look at the
inside of a motor or something

625
00:23:13,875 --> 00:23:16,041
that people aren't going
to look at I feel like what

626
00:23:16,041 --> 00:23:18,240
it physically appears
like does not matter.

627
00:23:18,240 --> 00:23:18,420
PROFESSOR: Great.

628
00:23:18,420 --> 00:23:20,450
So you're saying if you look
at the inside of a motor people

629
00:23:20,450 --> 00:23:21,090
where people aren't
going to look,

630
00:23:21,090 --> 00:23:22,970
you think it doesn't matter?

631
00:23:22,970 --> 00:23:25,940
There's a company that
disagrees with this philosophy.

632
00:23:25,940 --> 00:23:28,894
And this company
is called Apple.

633
00:23:28,894 --> 00:23:30,310
I bring up a lot
of Apple examples

634
00:23:30,310 --> 00:23:31,120
because I happen to know them.

635
00:23:31,120 --> 00:23:32,494
And I think it's
very interesting

636
00:23:32,494 --> 00:23:34,695
because we are all
familiar with them.

637
00:23:34,695 --> 00:23:36,070
Apple does something
interesting.

638
00:23:36,070 --> 00:23:39,910
With the inside of an iPhone, if
you-- I'm not going to take it

639
00:23:39,910 --> 00:23:42,480
apart-- I'll do a lot.

640
00:23:42,480 --> 00:23:44,790
But if you take
the iPhone apart,

641
00:23:44,790 --> 00:23:47,200
everything there matches
a certain color chart

642
00:23:47,200 --> 00:23:48,120
that they have.

643
00:23:48,120 --> 00:23:49,225
They have a color chart.

644
00:23:49,225 --> 00:23:50,850
And if it doesn't
match the color chart

645
00:23:50,850 --> 00:23:55,470
it doesn't go inside
there because they believe

646
00:23:55,470 --> 00:23:58,040
if you start cheating
on the inside,

647
00:23:58,040 --> 00:24:00,000
it'll begin to leak out.

648
00:24:00,000 --> 00:24:01,890
And that cheating
will become revealed

649
00:24:01,890 --> 00:24:04,290
on the outside of the design.

650
00:24:04,290 --> 00:24:07,240
They think the parts that you
never see are still important.

651
00:24:07,240 --> 00:24:09,540
When the Macintosh
first came out--

652
00:24:09,540 --> 00:24:11,340
it was a big object like this.

653
00:24:11,340 --> 00:24:13,350
A little small display.

654
00:24:13,350 --> 00:24:15,784
And if you were
able to open it--

655
00:24:15,784 --> 00:24:17,200
and it was only
meant to be opened

656
00:24:17,200 --> 00:24:19,782
by professionals
who are in the shop.

657
00:24:19,782 --> 00:24:21,740
You weren't meant to open
it because of the CRT

658
00:24:21,740 --> 00:24:24,186
and it can be a very
high voltage there.

659
00:24:24,186 --> 00:24:25,685
You open it and
take it off the back

660
00:24:25,685 --> 00:24:28,310
and inside is a relief
of everyone's signature

661
00:24:28,310 --> 00:24:31,555
who worked on that
product, inside that,

662
00:24:31,555 --> 00:24:33,170
that no consumer
was meant to see.

663
00:24:35,730 --> 00:24:38,810
Do you still think
it's unimportant?

664
00:24:38,810 --> 00:24:41,745
AUDIENCE: I feel like what
makes a good design would

665
00:24:41,745 --> 00:24:42,460
be other factors.

666
00:24:42,460 --> 00:24:43,950
PROFESSOR: Other factors.

667
00:24:43,950 --> 00:24:45,192
OK.

668
00:24:45,192 --> 00:24:47,192
AUDIENCE: If you're talking
about like an engine

669
00:24:47,192 --> 00:24:50,380
or something would you count
the sound of it as aesthetic?

670
00:24:50,380 --> 00:24:53,580
PROFESSOR: I would count
the sound of an engine

671
00:24:53,580 --> 00:24:54,200
as aesthetic.

672
00:24:54,200 --> 00:24:55,650
Absolutely.

673
00:24:55,650 --> 00:24:58,338
AUDIENCE: So I want a car that
sounds like an angry weasel.

674
00:24:58,338 --> 00:24:59,240
[LAUGHTER]

675
00:24:59,240 --> 00:25:01,420
PROFESSOR: You want your
car to sound a certain way.

676
00:25:01,420 --> 00:25:04,120
People say, oh, the
roar of the car.

677
00:25:04,120 --> 00:25:06,535
The roar of that V8
engine, they say.

678
00:25:06,535 --> 00:25:09,910
Or that distinctive Porsche
sound they talk about.

679
00:25:09,910 --> 00:25:10,460
Absolutely.

680
00:25:10,460 --> 00:25:11,709
Think of the sound of the car.

681
00:25:15,020 --> 00:25:16,985
Good design helps us to
understand a product.

682
00:25:16,985 --> 00:25:19,370
Who thinks this is true?

683
00:25:19,370 --> 00:25:21,560
Who thinks it's a lie?

684
00:25:21,560 --> 00:25:24,284
Who thinks it's not necessary?

685
00:25:24,284 --> 00:25:26,665
Good design helps to
understand a product, no?

686
00:25:26,665 --> 00:25:27,540
We all agree on this.

687
00:25:27,540 --> 00:25:29,340
What does it mean to
understand a product?

688
00:25:29,340 --> 00:25:34,346
How do I understand a
paper cup or a bowl?

689
00:25:34,346 --> 00:25:36,564
AUDIENCE: Well, there's
some cases in which you'll

690
00:25:36,564 --> 00:25:38,290
have something and
people don't usually

691
00:25:38,290 --> 00:25:40,460
read manuals or
anything like that.

692
00:25:40,460 --> 00:25:43,980
So the more intuitive
you can make the design--

693
00:25:43,980 --> 00:25:45,687
like make some
spot for, no, this

694
00:25:45,687 --> 00:25:47,020
is clearly where your hand goes.

695
00:25:47,020 --> 00:25:47,940
PROFESSOR: Yes.

696
00:25:47,940 --> 00:25:48,618
Intuitive.

697
00:25:48,618 --> 00:25:49,993
Something where
it's clear, where

698
00:25:49,993 --> 00:25:52,034
you know how to interact
with it, engage with it.

699
00:25:54,570 --> 00:25:55,990
Good design is unobtrusive.

700
00:25:55,990 --> 00:25:58,610
What does it mean
to be unobtrusive?

701
00:25:58,610 --> 00:26:00,818
What do you mean about good
design being unobtrusive?

702
00:26:02,305 --> 00:26:03,680
AUDIENCE: Doesn't
get in the way?

703
00:26:03,680 --> 00:26:05,096
PROFESSOR: Doesn't
get in the way.

704
00:26:05,096 --> 00:26:06,700
Who thinks this is true?

705
00:26:06,700 --> 00:26:08,630
Who thinks this is not true?

706
00:26:08,630 --> 00:26:10,803
Can you give me an example?

707
00:26:10,803 --> 00:26:12,344
AUDIENCE: I think
there are buildings

708
00:26:12,344 --> 00:26:14,657
that are very well designed
and they're very obtrusive.

709
00:26:14,657 --> 00:26:16,115
PROFESSOR: Obtrusive
buildings that

710
00:26:16,115 --> 00:26:18,160
are well designed but obtrusive.

711
00:26:18,160 --> 00:26:22,160
What does it mean in that
context to be obtrusive?

712
00:26:22,160 --> 00:26:27,815
AUDIENCE: They can obstruct
traffic, other buildings,

713
00:26:27,815 --> 00:26:28,810
other--

714
00:26:28,810 --> 00:26:30,740
PROFESSOR: They could
be obtrusive in terms

715
00:26:30,740 --> 00:26:32,404
of the visual line.

716
00:26:32,404 --> 00:26:33,820
Well some designs
are interesting.

717
00:26:37,250 --> 00:26:41,740
This design is somewhat
obtrusive, particularly

718
00:26:41,740 --> 00:26:44,314
when it's being used.

719
00:26:44,314 --> 00:26:46,230
If anyone here has ever
been in an environment

720
00:26:46,230 --> 00:26:48,100
where someone pulled
the fire alarm,

721
00:26:48,100 --> 00:26:52,020
you'll know how obtrusive
a fire alarm can be.

722
00:26:52,020 --> 00:26:53,730
But it's pretty good
because it needs

723
00:26:53,730 --> 00:26:55,660
to be at that time
and not now, which

724
00:26:55,660 --> 00:26:59,368
is why it's trying to be
a little bit more quiet.

725
00:26:59,368 --> 00:27:01,742
It could be even better maybe
if we didn't see it at all.

726
00:27:01,742 --> 00:27:02,242
Maybe.

727
00:27:02,242 --> 00:27:02,960
I'm not sure.

728
00:27:02,960 --> 00:27:05,540
There must be a reason why
they all have to be red.

729
00:27:05,540 --> 00:27:06,934
I don't know what
that reason is.

730
00:27:06,934 --> 00:27:08,767
AUDIENCE: I don't think
that premise applies

731
00:27:08,767 --> 00:27:11,177
when part of your design is
to make something obtrusive.

732
00:27:11,177 --> 00:27:13,510
PROFESSOR: When do you want
to make something obtrusive?

733
00:27:13,510 --> 00:27:14,220
Give me an example.

734
00:27:14,220 --> 00:27:15,320
AUDIENCE: When you
have a fire alarm.

735
00:27:15,320 --> 00:27:16,820
PROFESSOR: Well
we're trying to make

736
00:27:16,820 --> 00:27:18,320
it minimally obtrusive, right?

737
00:27:18,320 --> 00:27:19,611
They could've made it this big.

738
00:27:23,090 --> 00:27:25,607
It could be coming
out of the wall.

739
00:27:25,607 --> 00:27:27,190
It could go off every
hour just to let

740
00:27:27,190 --> 00:27:28,810
you know everything's cool.

741
00:27:32,620 --> 00:27:34,750
What if they made
it half the size?

742
00:27:34,750 --> 00:27:36,600
Or they could make
it even smaller.

743
00:27:36,600 --> 00:27:39,501
Wouldn't that be better?

744
00:27:39,501 --> 00:27:40,000
Maybe.

745
00:27:40,000 --> 00:27:41,294
OK.

746
00:27:41,294 --> 00:27:43,825
AUDIENCE: If you're Apple, yeah.

747
00:27:43,825 --> 00:27:45,200
PROFESSOR: Good
design is honest.

748
00:27:45,200 --> 00:27:45,700
Whoa.

749
00:27:45,700 --> 00:27:48,349
What does it mean to be
honest in your design?

750
00:27:48,349 --> 00:27:49,640
What does it mean to be honest?

751
00:27:49,640 --> 00:27:50,556
Good design is honest.

752
00:27:54,312 --> 00:27:55,975
AUDIENCE: If something
looks like it's

753
00:27:55,975 --> 00:27:58,350
supposed to be doing a specific
thing it shouldn't do something

754
00:27:58,350 --> 00:27:58,830
else.

755
00:27:58,830 --> 00:28:00,760
PROFESSOR: So something looks
like it should do something,

756
00:28:00,760 --> 00:28:02,301
it shouldn't be
doing something else.

757
00:28:02,301 --> 00:28:05,560
So I shouldn't walk up
to this and say, oh, you

758
00:28:05,560 --> 00:28:07,570
got a beautiful door stop.

759
00:28:07,570 --> 00:28:11,340
I've been looking for
a door stop all day.

760
00:28:11,340 --> 00:28:13,812
What else?

761
00:28:13,812 --> 00:28:15,520
AUDIENCE: If it promises
to do something,

762
00:28:15,520 --> 00:28:16,519
it should do that thing.

763
00:28:16,519 --> 00:28:19,200
PROFESSOR: It should do the
thing it promises to do.

764
00:28:19,200 --> 00:28:21,650
AUDIENCE: It should abide by
all regulations and safety

765
00:28:21,650 --> 00:28:24,245
conditions so it doesn't
hurt you in the process.

766
00:28:24,245 --> 00:28:24,870
PROFESSOR: Yes.

767
00:28:24,870 --> 00:28:25,703
It doesn't hurt you.

768
00:28:25,703 --> 00:28:27,414
It protects the user.

769
00:28:27,414 --> 00:28:29,289
AUDIENCE: Does that mean
you should design it

770
00:28:29,289 --> 00:28:31,939
in an honest way, as in not
steal the design from somebody?

771
00:28:31,939 --> 00:28:33,355
PROFESSOR: That's
a good question.

772
00:28:33,355 --> 00:28:34,980
Should you design it
in an honest ways,

773
00:28:34,980 --> 00:28:36,269
as in not steal the design?

774
00:28:36,269 --> 00:28:36,810
I don't know.

775
00:28:36,810 --> 00:28:37,726
We should ask Samsung.

776
00:28:40,495 --> 00:28:43,620
A little jab at that.

777
00:28:43,620 --> 00:28:44,496
It's a good question.

778
00:28:44,496 --> 00:28:46,620
AUDIENCE: I just don't know
what it's referring to.

779
00:28:46,620 --> 00:28:48,010
PROFESSOR: I don't either.

780
00:28:48,010 --> 00:28:49,970
I think we can actually find out
more information now about it.

781
00:28:49,970 --> 00:28:51,039
But it's a good question.

782
00:28:51,039 --> 00:28:52,330
What does it mean to be honest?

783
00:28:52,330 --> 00:28:53,720
It might mean that as well.

784
00:28:53,720 --> 00:28:57,830
It can mean a lot of things
about what its intended use is.

785
00:28:57,830 --> 00:28:59,620
When I use it, does
it do what it's

786
00:28:59,620 --> 00:29:03,078
supposed to do-- what
it promises to do?

787
00:29:03,078 --> 00:29:05,790
AUDIENCE: It can
also be adding more

788
00:29:05,790 --> 00:29:09,787
than it needs to be--
like making a gold hammer.

789
00:29:09,787 --> 00:29:10,745
PROFESSOR: Gold hammer.

790
00:29:10,745 --> 00:29:14,542
So that gold toothbrush
that we saw from Napoleon.

791
00:29:14,542 --> 00:29:17,091
It may not be an honest design.

792
00:29:17,091 --> 00:29:17,840
Maybe it's silver.

793
00:29:17,840 --> 00:29:20,460
Silver toothbrush.

794
00:29:20,460 --> 00:29:23,440
Can we think of an example
where this is not true?

795
00:29:23,440 --> 00:29:25,350
Where design is dishonest?

796
00:29:25,350 --> 00:29:27,610
Where you believe you
could do something with it,

797
00:29:27,610 --> 00:29:31,357
but you can't and
it's still good?

798
00:29:31,357 --> 00:29:33,190
AUDIENCE: For instance,
there's iPhone cases

799
00:29:33,190 --> 00:29:34,575
that look like Game Boys.

800
00:29:34,575 --> 00:29:35,950
PROFESSOR: iPhone
cases that look

801
00:29:35,950 --> 00:29:40,160
like Game Boys that make
it not look like an iPhone.

802
00:29:40,160 --> 00:29:42,274
Is that dishonest?

803
00:29:42,274 --> 00:29:43,815
AUDIENCE: It might
be dishonest but I

804
00:29:43,815 --> 00:29:45,673
think it's still good design.

805
00:29:45,673 --> 00:29:46,964
PROFESSOR: What about up there?

806
00:29:46,964 --> 00:29:49,807
AUDIENCE: [INAUDIBLE].

807
00:29:49,807 --> 00:29:50,890
PROFESSOR: Little outlets.

808
00:29:50,890 --> 00:29:53,922
You can't figure out how to get
this thing in til you turn it.

809
00:29:53,922 --> 00:29:54,630
Dishonest design.

810
00:29:54,630 --> 00:29:57,610
Who thinks that's
a dishonest design?

811
00:29:57,610 --> 00:30:00,530
Who thinks it's an
honest design anyway?

812
00:30:00,530 --> 00:30:01,147
Interesting.

813
00:30:01,147 --> 00:30:01,980
What about this one.

814
00:30:01,980 --> 00:30:05,930
What about childproof
bottle caps?

815
00:30:05,930 --> 00:30:08,010
It looks like they
could be opened,

816
00:30:08,010 --> 00:30:12,280
but if you are without the
skill, strength, or intellect,

817
00:30:12,280 --> 00:30:15,610
then you won't be
able to open this.

818
00:30:15,610 --> 00:30:18,450
Childproof bottle caps don't
just affect children though.

819
00:30:18,450 --> 00:30:20,210
They can affect adults who
simply don't have the strength

820
00:30:20,210 --> 00:30:22,960
to be able to open one of these
things-- to push down and open.

821
00:30:22,960 --> 00:30:25,810
So they have other designs
to get around that as well.

822
00:30:25,810 --> 00:30:28,105
But they're still a good design.

823
00:30:28,105 --> 00:30:30,370
But is that a bit dishonest?

824
00:30:30,370 --> 00:30:33,070
To give a whole population the
idea that it can be opened,

825
00:30:33,070 --> 00:30:35,050
but you can't open it?

826
00:30:35,050 --> 00:30:36,650
I'm not sure.

827
00:30:36,650 --> 00:30:37,860
Good design is durable.

828
00:30:37,860 --> 00:30:39,193
What does it mean to be durable?

829
00:30:39,193 --> 00:30:42,500
What does it actually
mean to be durable?

830
00:30:42,500 --> 00:30:45,839
For the design to be durable.

831
00:30:45,839 --> 00:30:47,255
AUDIENCE: It's not
going to break.

832
00:30:47,255 --> 00:30:49,080
It's last.

833
00:30:49,080 --> 00:30:52,236
PROFESSOR: An object that will
last a decent amount of time.

834
00:30:52,236 --> 00:30:55,082
AUDIENCE: I mean for the
design to be timeless.

835
00:30:55,082 --> 00:30:56,790
PROFESSOR: For the
design to be timeless.

836
00:30:56,790 --> 00:30:57,998
What do you mean by timeless?

837
00:30:57,998 --> 00:31:00,723
AUDIENCE: It means that
five years from now it

838
00:31:00,723 --> 00:31:03,340
won't look antiquated
and out of touch.

839
00:31:03,340 --> 00:31:05,280
PROFESSOR: So years from
now, is it will still

840
00:31:05,280 --> 00:31:08,774
look fresh and new and
novel contemporary.

841
00:31:08,774 --> 00:31:09,690
AUDIENCE: [INAUDIBLE].

842
00:31:12,570 --> 00:31:15,790
PROFESSOR: The idea that this
was the intended concept and it

843
00:31:15,790 --> 00:31:18,463
will still feel like
it's appropriate.

844
00:31:18,463 --> 00:31:20,546
AUDIENCE: I feel like it's
sort of difficult to do

845
00:31:20,546 --> 00:31:21,577
that though because--

846
00:31:21,577 --> 00:31:22,410
PROFESSOR: Oh, yeah.

847
00:31:22,410 --> 00:31:24,324
Is it difficult?

848
00:31:24,324 --> 00:31:27,707
AUDIENCE: --people's ideas of
what they want change a lot.

849
00:31:27,707 --> 00:31:29,290
PROFESSOR: You say
that people's ideas

850
00:31:29,290 --> 00:31:30,350
of what they want change a lot.

851
00:31:30,350 --> 00:31:30,849
Tell us.

852
00:31:30,849 --> 00:31:34,103
AUDIENCE: Well, maybe not
a lot, but if you look back

853
00:31:34,103 --> 00:31:37,695
at older shows that were
predicting what the future was

854
00:31:37,695 --> 00:31:43,250
going to be like, they might
be spot on with the technology,

855
00:31:43,250 --> 00:31:46,050
but the aesthetics
of things-- we

856
00:31:46,050 --> 00:31:47,940
tend to have more rounded
corners on things.

857
00:31:47,940 --> 00:31:49,960
We don't like the
points as much anymore.

858
00:31:49,960 --> 00:31:52,840
Things like that, that people
hadn't even considered back

859
00:31:52,840 --> 00:31:56,850
then, are just taken for
granted now-- sort of.

860
00:31:56,850 --> 00:31:57,890
PROFESSOR: Interesting.

861
00:31:57,890 --> 00:31:59,348
AUDIENCE: Well, I
mean, good design

862
00:31:59,348 --> 00:32:01,252
can be determined
after the fact.

863
00:32:01,252 --> 00:32:02,984
Maybe when you
make it, you don't

864
00:32:02,984 --> 00:32:04,108
know if it's a good design.

865
00:32:04,108 --> 00:32:06,942
And then after
tastes change and you

866
00:32:06,942 --> 00:32:08,120
are 10 years down the road--

867
00:32:08,120 --> 00:32:09,340
PROFESSOR: You're able
to see if it's still

868
00:32:09,340 --> 00:32:11,550
a good, sustainable,
relevant design later on.

869
00:32:11,550 --> 00:32:13,640
Interesting.

870
00:32:13,640 --> 00:32:19,360
Good design is consequent
to the last detail.

871
00:32:19,360 --> 00:32:21,540
Who thinks it's true?

872
00:32:21,540 --> 00:32:23,330
Who thinks it's false?

873
00:32:23,330 --> 00:32:25,600
Who is unsure?

874
00:32:25,600 --> 00:32:28,370
Who did not vote?

875
00:32:28,370 --> 00:32:29,930
Let's try it again.

876
00:32:29,930 --> 00:32:33,550
Given your options, good
design is-- Let's clarify

877
00:32:33,550 --> 00:32:35,540
what it means.

878
00:32:35,540 --> 00:32:37,830
My mistake here.

879
00:32:37,830 --> 00:32:41,234
What does it mean to be
consequent to the last detail?

880
00:32:41,234 --> 00:32:44,276
AUDIENCE: Everything you
put in the design has

881
00:32:44,276 --> 00:32:45,182
the intended effect.

882
00:32:45,182 --> 00:32:47,140
PROFESSOR: Everything
you put in the design has

883
00:32:47,140 --> 00:32:47,780
the intended effect.

884
00:32:47,780 --> 00:32:48,280
Everything.

885
00:32:50,630 --> 00:32:54,440
If you were going to give
me a written report--

886
00:32:54,440 --> 00:32:58,390
a big one-- give me some
aspects of that report

887
00:32:58,390 --> 00:33:02,588
that you'd be concerned about.

888
00:33:02,588 --> 00:33:04,689
AUDIENCE: Whether or not
the content [INAUDIBLE] .

889
00:33:04,689 --> 00:33:05,480
PROFESSOR: Content.

890
00:33:05,480 --> 00:33:08,050
What else?

891
00:33:08,050 --> 00:33:08,930
AUDIENCE: Citations.

892
00:33:08,930 --> 00:33:09,805
PROFESSOR: Citations.

893
00:33:09,805 --> 00:33:10,490
What else?

894
00:33:10,490 --> 00:33:11,740
AUDIENCE: It's understandable.

895
00:33:11,740 --> 00:33:13,156
PROFESSOR: If it's
understandable.

896
00:33:13,156 --> 00:33:13,770
Comprehension.

897
00:33:13,770 --> 00:33:14,630
AUDIENCE: Format.

898
00:33:14,630 --> 00:33:15,660
PROFESSOR: Format.

899
00:33:15,660 --> 00:33:17,192
So the--

900
00:33:17,192 --> 00:33:18,120
AUDIENCE: Structure.

901
00:33:18,120 --> 00:33:19,161
PROFESSOR: The structure.

902
00:33:19,161 --> 00:33:19,704
What else?

903
00:33:19,704 --> 00:33:21,370
AUDIENCE: I was going
to say the format.

904
00:33:21,370 --> 00:33:22,430
PROFESSOR: Format.

905
00:33:22,430 --> 00:33:23,217
What else?

906
00:33:23,217 --> 00:33:24,050
AUDIENCE: Font size.

907
00:33:24,050 --> 00:33:26,260
PROFESSOR: The font size.

908
00:33:26,260 --> 00:33:27,620
And therefore, what else?

909
00:33:27,620 --> 00:33:28,480
AUDIENCE: The font.

910
00:33:28,480 --> 00:33:29,581
PROFESSOR: The font.

911
00:33:29,581 --> 00:33:30,080
Absolutely.

912
00:33:30,080 --> 00:33:32,474
What else?

913
00:33:32,474 --> 00:33:34,410
AUDIENCE: Is it too wordy?

914
00:33:34,410 --> 00:33:35,732
PROFESSOR: Length of words.

915
00:33:35,732 --> 00:33:37,190
AUDIENCE: The paper
it's on itself.

916
00:33:37,190 --> 00:33:38,520
PROFESSOR: The paper
it's on itself.

917
00:33:38,520 --> 00:33:39,020
Absolutely.

918
00:33:39,020 --> 00:33:39,897
What else then?

919
00:33:39,897 --> 00:33:45,260
AUDIENCE: Does it fulfil
the task and requirements?

920
00:33:45,260 --> 00:33:47,542
PROFESSOR: Does it fill
the task and requirements?

921
00:33:47,542 --> 00:33:48,625
We talked about the paper.

922
00:33:48,625 --> 00:33:50,276
I heard something else here.

923
00:33:50,276 --> 00:33:51,400
AUDIENCE: Color of the ink.

924
00:33:51,400 --> 00:33:52,441
PROFESSOR: Color the ink.

925
00:33:52,441 --> 00:33:53,150
Absolutely.

926
00:33:53,150 --> 00:33:54,371
Color of the ink.

927
00:33:54,371 --> 00:33:56,920
AUDIENCE: When you present the
paper-- like if it's bound.

928
00:33:56,920 --> 00:33:57,180
PROFESSOR: Yes.

929
00:33:57,180 --> 00:33:57,750
If it's bound.

930
00:33:57,750 --> 00:33:58,416
If it's stapled.

931
00:33:58,416 --> 00:33:59,780
How it's bound.

932
00:33:59,780 --> 00:34:02,742
All these things are details.

933
00:34:02,742 --> 00:34:03,950
Do you think they all matter?

934
00:34:03,950 --> 00:34:04,894
AUDIENCE: Yes.

935
00:34:04,894 --> 00:34:06,810
PROFESSOR: Who thinks
if you take a paper that

936
00:34:06,810 --> 00:34:08,665
has brilliant
content and a paper

937
00:34:08,665 --> 00:34:10,395
with the exact
same content-- two

938
00:34:10,395 --> 00:34:12,020
of them with the same
content-- and one

939
00:34:12,020 --> 00:34:15,241
is stapled in the corner and
one is bound beautifully--

940
00:34:15,241 --> 00:34:17,449
do you think that they will
affect your grade at all?

941
00:34:17,449 --> 00:34:21,161
Who thinks it will
not affect your grade?

942
00:34:21,161 --> 00:34:23,600
Who thinks it will
affect your grade?

943
00:34:23,600 --> 00:34:24,170
That's good.

944
00:34:24,170 --> 00:34:26,129
Statistics show that it
will affect your grade.

945
00:34:26,129 --> 00:34:28,669
Everyone who doesn't think that
it doesn't affect your grade,

946
00:34:28,669 --> 00:34:30,929
you should make sure that
your papers are well bound--

947
00:34:30,929 --> 00:34:33,489
because it looks to someone
else like you put more work

948
00:34:33,489 --> 00:34:35,360
and effort into it
and that you believe

949
00:34:35,360 --> 00:34:38,514
more sincerely in your product.

950
00:34:38,514 --> 00:34:40,972
AUDIENCE: A lot of that depends
on what the value system is

951
00:34:40,972 --> 00:34:43,084
that you're working on.

952
00:34:43,084 --> 00:34:44,584
If you don't actually
have the money

953
00:34:44,584 --> 00:34:47,044
or you don't want to spend
the money to bind that paper

954
00:34:47,044 --> 00:34:49,504
and you think that it's good
enough on its own then maybe

955
00:34:49,504 --> 00:34:51,472
the best design
isn't binding it.

956
00:34:51,472 --> 00:34:53,932
You might have a professor
who doesn't care.

957
00:34:53,932 --> 00:34:57,040
Given it's on average you
will score higher [INAUDIBLE].

958
00:34:57,040 --> 00:34:57,790
PROFESSOR: So yes.

959
00:34:57,790 --> 00:35:00,590
You have a specific case
where it doesn't matter.

960
00:35:00,590 --> 00:35:01,549
That's true.

961
00:35:01,549 --> 00:35:04,090
AUDIENCE: I think you're talking
about high school teachers--

962
00:35:04,090 --> 00:35:06,465
that probably doesn't apply--
but once you start going

963
00:35:06,465 --> 00:35:08,590
into college and you're
looking at the true content

964
00:35:08,590 --> 00:35:09,320
of the paper--

965
00:35:09,320 --> 00:35:10,600
PROFESSOR: You think it
applies in high school

966
00:35:10,600 --> 00:35:11,300
but not in college.

967
00:35:11,300 --> 00:35:12,716
AUDIENCE: I think it
applies less in college

968
00:35:12,716 --> 00:35:13,190
than it does in high school.

969
00:35:13,190 --> 00:35:15,500
PROFESSOR: I will tell
you this is not true.

970
00:35:15,500 --> 00:35:17,150
I will tell you from firsthand.

971
00:35:17,150 --> 00:35:20,230
And when I get a paper--
and I know this to be true--

972
00:35:20,230 --> 00:35:23,337
if anyone submits
their midterm report--

973
00:35:23,337 --> 00:35:25,170
their individual project--
and it is stapled

974
00:35:25,170 --> 00:35:28,030
in the upper left hand corner,
you will with 100% certainly

975
00:35:28,030 --> 00:35:31,210
be dropping the class
soon afterwards.

976
00:35:31,210 --> 00:35:33,374
I've seen it every
single semester.

977
00:35:33,374 --> 00:35:35,290
Every semester, I'll get
at least one person--

978
00:35:35,290 --> 00:35:36,850
and I'll say, please
do not do that--

979
00:35:36,850 --> 00:35:38,986
and they will give it to
me anyway bound like that.

980
00:35:38,986 --> 00:35:40,610
And I just suddenly
have to count to 10

981
00:35:40,610 --> 00:35:42,060
before they drop the class.

982
00:35:42,060 --> 00:35:44,354
AUDIENCE: But do you ask
them not to staple it?

983
00:35:44,354 --> 00:35:45,770
PROFESSOR: I say,
please don't use

984
00:35:45,770 --> 00:35:47,630
a staple in the upper
left hand corner.

985
00:35:47,630 --> 00:35:48,914
And they do it anyway.

986
00:35:48,914 --> 00:35:50,580
There's a high
correlation between this.

987
00:35:50,580 --> 00:35:53,530
And teachers, when you get
that beautifully bound thing,

988
00:35:53,530 --> 00:35:55,996
you think, wow, look
how cool this is.

989
00:35:55,996 --> 00:35:57,620
If you could sit in
those rooms, you'll

990
00:35:57,620 --> 00:35:58,780
think there is a difference.

991
00:35:58,780 --> 00:36:00,430
And of course, they will
read the content as well.

992
00:36:00,430 --> 00:36:02,700
It's not that it's going
to make up for bad content.

993
00:36:02,700 --> 00:36:04,870
But it shows a lot more
strength and structure.

994
00:36:04,870 --> 00:36:06,870
And their brain will start
focusing a little bit

995
00:36:06,870 --> 00:36:10,087
differently when they
review that paper.

996
00:36:10,087 --> 00:36:11,420
Consequently to the last detail.

997
00:36:11,420 --> 00:36:15,300
Who thinks that good design is
consequent to the last detail?

998
00:36:15,300 --> 00:36:18,110
Who thinks it is not?

999
00:36:18,110 --> 00:36:18,643
Why not?

1000
00:36:18,643 --> 00:36:20,476
AUDIENCE: Well, I mean,
it's the same thing.

1001
00:36:20,476 --> 00:36:21,975
It's just like, you
have to consider

1002
00:36:21,975 --> 00:36:23,410
what the audience will do.

1003
00:36:23,410 --> 00:36:25,619
You need to knowledge the
value of that extra detail.

1004
00:36:25,619 --> 00:36:27,410
If they don't value
it, like if you're just

1005
00:36:27,410 --> 00:36:30,011
trying to feed a lot of people
and they're just incredibly

1006
00:36:30,011 --> 00:36:32,866
hungry-- if you are trying to
feed a starving population,

1007
00:36:32,866 --> 00:36:34,657
they're not going to
care that you seasoned

1008
00:36:34,657 --> 00:36:36,613
the food that you've
made exactly perfectly.

1009
00:36:36,613 --> 00:36:38,080
They're going to care once
they get something to eat

1010
00:36:38,080 --> 00:36:39,070
and they get more of it.

1011
00:36:39,070 --> 00:36:40,610
PROFESSOR: What if you
could season it perfectly?

1012
00:36:40,610 --> 00:36:41,430
Would that be better design?

1013
00:36:41,430 --> 00:36:41,893
AUDIENCE: Well,
that would be great,

1014
00:36:41,893 --> 00:36:43,392
but that's not the
world we live in.

1015
00:36:43,392 --> 00:36:45,140
We live in a world
with limitations

1016
00:36:45,140 --> 00:36:45,765
PROFESSOR: Yes.

1017
00:36:45,765 --> 00:36:47,030
We do live with limitations.

1018
00:36:47,030 --> 00:36:49,450
But the question I would
ask you to think about

1019
00:36:49,450 --> 00:36:52,560
is when are those
limitations real

1020
00:36:52,560 --> 00:36:55,820
and when do we impose them
on ourselves unnecessarily?

1021
00:36:55,820 --> 00:37:00,730
When do we think, well, we can't
do this, instead of thinking,

1022
00:37:00,730 --> 00:37:03,976
well, maybe we can't do this--
let's see if we can do it.

1023
00:37:03,976 --> 00:37:05,850
You'll find a tremendous
amount of innovation

1024
00:37:05,850 --> 00:37:11,940
happens when we resolve
the tension between what?

1025
00:37:11,940 --> 00:37:12,950
From last class.

1026
00:37:12,950 --> 00:37:15,254
AUDIENCE: From what we desire?

1027
00:37:15,254 --> 00:37:15,920
PROFESSOR: Yeah.

1028
00:37:15,920 --> 00:37:17,586
From what we desire
and what we require.

1029
00:37:17,586 --> 00:37:19,580
If we can resolve
these tensions,

1030
00:37:19,580 --> 00:37:22,020
that is where we get innovation.

1031
00:37:22,020 --> 00:37:23,404
Absolutely.

1032
00:37:23,404 --> 00:37:25,320
Good design is concerned
with the environment.

1033
00:37:25,320 --> 00:37:26,070
What does it mean?

1034
00:37:32,251 --> 00:37:36,745
AUDIENCE: Good design
doesn't neglect anything.

1035
00:37:36,745 --> 00:37:37,370
PROFESSOR: Yes.

1036
00:37:37,370 --> 00:37:40,550
Good design isn't just sitting
in its own little vacuum.

1037
00:37:40,550 --> 00:37:43,700
It works within a whole
system, a whole big context

1038
00:37:43,700 --> 00:37:45,850
of things, whether it's
a physical environment,

1039
00:37:45,850 --> 00:37:50,350
a social environment,
or, like the iPod player,

1040
00:37:50,350 --> 00:37:52,780
works with the
iTunes Music Store.

1041
00:37:52,780 --> 00:37:56,440
It connects to other things.

1042
00:37:56,440 --> 00:37:59,860
Lastly, good design is as
little design as possible.

1043
00:37:59,860 --> 00:38:02,850
What does that mean?

1044
00:38:02,850 --> 00:38:07,260
AUDIENCE: I think
to use other things,

1045
00:38:07,260 --> 00:38:12,343
like how Apple used
previous designs.

1046
00:38:12,343 --> 00:38:15,170
So maybe they didn't have
to redesign that much.

1047
00:38:15,170 --> 00:38:17,200
PROFESSOR: So she's
saying less design.

1048
00:38:17,200 --> 00:38:18,280
Not as much redesign.

1049
00:38:18,280 --> 00:38:19,867
What other interpretations
do we have?

1050
00:38:19,867 --> 00:38:21,000
AUDIENCE: Keep it simple.

1051
00:38:21,000 --> 00:38:22,361
PROFESSOR: To keep it simple.

1052
00:38:22,361 --> 00:38:22,860
What else?

1053
00:38:25,906 --> 00:38:27,780
AUDIENCE: Going back to
the example of Apple,

1054
00:38:27,780 --> 00:38:30,429
they try to limit the number
of buttons that you have.

1055
00:38:30,429 --> 00:38:31,970
PROFESSOR: Try and
limit our buttons.

1056
00:38:31,970 --> 00:38:32,469
Yes.

1057
00:38:32,469 --> 00:38:34,008
AUDIENCE: And also
with the mouse.

1058
00:38:34,008 --> 00:38:35,750
Let's use the Magic
Mouse for example.

1059
00:38:35,750 --> 00:38:38,030
There is no button like
there are with other mice.

1060
00:38:38,030 --> 00:38:39,071
There aren't two buttons.

1061
00:38:39,071 --> 00:38:40,670
It's just one
click that you use.

1062
00:38:40,670 --> 00:38:43,169
And it's very intuitive to
how you're going to use it.

1063
00:38:43,169 --> 00:38:45,460
PROFESSOR: So a Magic Mouse
has no buttons on it at all

1064
00:38:45,460 --> 00:38:48,259
and you can still click anyway.

1065
00:38:48,259 --> 00:38:49,550
And it knows what you're doing.

1066
00:38:49,550 --> 00:38:53,087
They're just trying to
reduce that user experience.

1067
00:38:53,087 --> 00:38:54,795
But they had a lot
more complexity inside

1068
00:38:54,795 --> 00:38:57,150
to figure out how
to make that work.

1069
00:38:57,150 --> 00:38:58,522
What else?

1070
00:38:58,522 --> 00:39:01,746
AUDIENCE: I think the
design is as little design

1071
00:39:01,746 --> 00:39:04,474
as possible as in off
of previous designs,

1072
00:39:04,474 --> 00:39:05,922
like going back to Dieter Rams.

1073
00:39:05,922 --> 00:39:07,130
PROFESSOR: Dieter Rams' work.

1074
00:39:07,130 --> 00:39:07,640
Absolutely.

1075
00:39:07,640 --> 00:39:09,960
Where he's really trying
to get that functionalist--

1076
00:39:09,960 --> 00:39:12,501
let's think about the functions
first and really build things

1077
00:39:12,501 --> 00:39:14,780
around in the simplest most
streamlined, elegant way

1078
00:39:14,780 --> 00:39:16,550
possible.

1079
00:39:16,550 --> 00:39:18,075
I want to consider these steps.

1080
00:39:18,075 --> 00:39:20,700
Part of your homework will be to
consider if these are all true

1081
00:39:20,700 --> 00:39:23,080
and reflect on them and see
how they can be improved

1082
00:39:23,080 --> 00:39:24,624
and which ones are missing.

1083
00:39:24,624 --> 00:39:27,290
I bet you're going to be able to
think of ones that are missing.

1084
00:39:31,130 --> 00:39:33,030
Design challenge.

1085
00:39:33,030 --> 00:39:34,890
Are you ready?

1086
00:39:34,890 --> 00:39:35,780
Are you ready?

1087
00:39:35,780 --> 00:39:37,420
AUDIENCE: Yes.

1088
00:39:37,420 --> 00:39:40,000
PROFESSOR: I'll take that.

1089
00:39:40,000 --> 00:39:40,647
Here we go.

1090
00:39:40,647 --> 00:39:41,230
Are you ready?

1091
00:39:45,400 --> 00:39:47,000
This is what you know.

1092
00:39:47,000 --> 00:39:47,790
The music stops.

1093
00:39:47,790 --> 00:39:49,400
A man is dead.

1094
00:39:49,400 --> 00:39:50,662
That's all you know.

1095
00:39:50,662 --> 00:39:53,580
You need to solve what
happened and why did it happen.

1096
00:39:53,580 --> 00:39:55,000
And I will answer questions.

1097
00:39:55,000 --> 00:39:55,960
I will say, yes.

1098
00:39:55,960 --> 00:39:56,990
Or I will say, no.

1099
00:39:56,990 --> 00:40:00,220
Or I will say, Relevant.

1100
00:40:00,220 --> 00:40:02,640
That's what you get.

1101
00:40:02,640 --> 00:40:05,480
And we need to do this quickly.

1102
00:40:05,480 --> 00:40:05,980
Go.

1103
00:40:05,980 --> 00:40:08,000
AUDIENCE: Was the man
listening to the music?

1104
00:40:08,000 --> 00:40:10,136
PROFESSOR: Yes.

1105
00:40:10,136 --> 00:40:11,440
AUDIENCE: Was he blindfolded?

1106
00:40:11,440 --> 00:40:14,100
PROFESSOR: Yes.

1107
00:40:14,100 --> 00:40:18,579
If you happen to know
this particular question.

1108
00:40:18,579 --> 00:40:19,370
Was he blindfolded?

1109
00:40:19,370 --> 00:40:19,920
Yes.

1110
00:40:19,920 --> 00:40:22,160
AUDIENCE: Did he die
because the music stopped?

1111
00:40:22,160 --> 00:40:24,160
PROFESSOR: Did he die
because the music stopped?

1112
00:40:24,160 --> 00:40:25,778
No.

1113
00:40:25,778 --> 00:40:29,974
AUDIENCE: Is this a human
man who actually died and was

1114
00:40:29,974 --> 00:40:31,912
living and then now
is no longer living?

1115
00:40:31,912 --> 00:40:34,120
PROFESSOR: Was it a human
man who died who was living

1116
00:40:34,120 --> 00:40:35,120
and is no longer living.

1117
00:40:35,120 --> 00:40:37,160
Yes.

1118
00:40:37,160 --> 00:40:39,100
AUDIENCE: Did the music
give instructions?

1119
00:40:39,100 --> 00:40:40,891
PROFESSOR: Did the
music give instructions?

1120
00:40:40,891 --> 00:40:42,252
No.

1121
00:40:42,252 --> 00:40:44,570
AUDIENCE: Did he die while
the music was playing?

1122
00:40:44,570 --> 00:40:46,653
PROFESSOR: Did he die while
the music was playing?

1123
00:40:46,653 --> 00:40:48,620
No.

1124
00:40:48,620 --> 00:40:50,110
AUDIENCE: Where'd this happen?

1125
00:40:50,110 --> 00:40:51,665
PROFESSOR: Where
did this happen?

1126
00:40:51,665 --> 00:40:53,290
AUDIENCE MEMBER 1:
Yes or no questions.

1127
00:40:55,914 --> 00:40:57,664
AUDIENCE MEMBER 2:
Does the music stopping

1128
00:40:57,664 --> 00:41:01,080
coincide with the man's death?

1129
00:41:01,080 --> 00:41:03,867
PROFESSOR: The music stopped and
coincided with the man's death.

1130
00:41:03,867 --> 00:41:04,700
What's the question?

1131
00:41:04,700 --> 00:41:08,892
AUDIENCE: Did the music
coincide with the man's death?

1132
00:41:08,892 --> 00:41:10,850
PROFESSOR: I don't know
how to answer that one.

1133
00:41:10,850 --> 00:41:13,220
Give me some more detail
around the question.

1134
00:41:13,220 --> 00:41:15,290
AUDIENCE: Did they
happen at the same time?

1135
00:41:15,290 --> 00:41:16,110
PROFESSOR: No.

1136
00:41:16,110 --> 00:41:17,485
Did they happen
at the same time?

1137
00:41:17,485 --> 00:41:18,252
No.

1138
00:41:18,252 --> 00:41:19,370
AUDIENCE: Was he alone?

1139
00:41:19,370 --> 00:41:20,370
PROFESSOR: Was he alone?

1140
00:41:20,370 --> 00:41:21,460
No.

1141
00:41:21,460 --> 00:41:23,168
AUDIENCE: Did the
music stopping indicate

1142
00:41:23,168 --> 00:41:24,293
something else is starting?

1143
00:41:24,293 --> 00:41:26,710
PROFESSOR: Did the
music stopping indicate

1144
00:41:26,710 --> 00:41:27,935
something else is starting?

1145
00:41:44,925 --> 00:41:45,425
Yes.

1146
00:41:49,610 --> 00:41:51,560
AUDIENCE: Was the music
playing in headphones?

1147
00:41:51,560 --> 00:41:53,518
PROFESSOR: Was the music
playing in headphones?

1148
00:41:53,518 --> 00:41:54,947
No.

1149
00:41:54,947 --> 00:41:56,780
AUDIENCE: Did the music
start in relation to

1150
00:41:56,780 --> 00:41:58,756
that the man was dead?

1151
00:41:58,756 --> 00:41:59,860
PROFESSOR: Did the music?

1152
00:41:59,860 --> 00:42:02,068
AUDIENCE: Did the music
start in relation to the fact

1153
00:42:02,068 --> 00:42:03,180
that the man was dead?

1154
00:42:03,180 --> 00:42:05,513
PROFESSOR: Did the music start
because the man was dead?

1155
00:42:05,513 --> 00:42:06,130
No.

1156
00:42:06,130 --> 00:42:06,796
The music stops.

1157
00:42:06,796 --> 00:42:09,260
The man is dead.

1158
00:42:09,260 --> 00:42:11,190
AUDIENCE: Did someone
stop the music?

1159
00:42:11,190 --> 00:42:13,675
PROFESSOR: Did someone
stop the music?

1160
00:42:13,675 --> 00:42:14,175
Irrelevant.

1161
00:42:17,652 --> 00:42:19,110
AUDIENCE: Did
someone kill the man?

1162
00:42:19,110 --> 00:42:20,990
PROFESSOR: Did
someone kill the man?

1163
00:42:20,990 --> 00:42:22,254
No.

1164
00:42:22,254 --> 00:42:25,207
AUDIENCE: Did the man have
a preexisting condition?

1165
00:42:25,207 --> 00:42:27,290
PROFESSOR: Do the man have
a preexisting condition

1166
00:42:27,290 --> 00:42:28,740
that was not covered
under the health code?

1167
00:42:28,740 --> 00:42:29,239
No.

1168
00:42:29,239 --> 00:42:32,044
He did not have a
preexisting condition.

1169
00:42:32,044 --> 00:42:34,190
AUDIENCE: Is the music
playing at a funeral?

1170
00:42:34,190 --> 00:42:35,250
PROFESSOR: Is the music
playing at a funeral?

1171
00:42:35,250 --> 00:42:35,750
No.

1172
00:42:38,844 --> 00:42:41,930
AUDIENCE: Did the music stop
because it ended or did it

1173
00:42:41,930 --> 00:42:45,250
stop [INAUDIBLE].

1174
00:42:45,250 --> 00:42:47,230
PROFESSOR: I can't
answer that question

1175
00:42:47,230 --> 00:42:49,280
with a yes, a no, or irrelevant.

1176
00:42:49,280 --> 00:42:51,150
AUDIENCE: Was the music short?

1177
00:42:51,150 --> 00:42:52,733
PROFESSOR: Was the
music to cut short?

1178
00:43:02,430 --> 00:43:05,424
No.

1179
00:43:05,424 --> 00:43:07,909
AUDIENCE: Was the man's
death an accident?

1180
00:43:07,909 --> 00:43:09,700
PROFESSOR: Was the
man's death an accident?

1181
00:43:09,700 --> 00:43:11,582
Yes.

1182
00:43:11,582 --> 00:43:14,264
AUDIENCE: Did the man die
before the music started?

1183
00:43:14,264 --> 00:43:16,430
PROFESSOR: Did the men die
before the music started?

1184
00:43:16,430 --> 00:43:18,611
No.

1185
00:43:18,611 --> 00:43:21,046
AUDIENCE: Did the man die
because the music stopped?

1186
00:43:21,046 --> 00:43:23,530
PROFESSOR: Did the man die
because the music stopped?

1187
00:43:23,530 --> 00:43:26,347
No.

1188
00:43:26,347 --> 00:43:28,055
AUDIENCE: Is the reason
the man died also

1189
00:43:28,055 --> 00:43:29,850
the reason that
the music stopped?

1190
00:43:29,850 --> 00:43:32,590
PROFESSOR: Is the reason
that the man died also

1191
00:43:32,590 --> 00:43:35,600
the reason that
the music stopped?

1192
00:43:35,600 --> 00:43:36,922
No.

1193
00:43:36,922 --> 00:43:38,380
AUDIENCE: Did the
man kill himself?

1194
00:43:38,380 --> 00:43:39,880
PROFESSOR: Did the
man kill himself?

1195
00:43:43,690 --> 00:43:46,486
Ask the question differently.

1196
00:43:46,486 --> 00:43:48,724
AUDIENCE: Is the man
responsible for his own death?

1197
00:43:48,724 --> 00:43:50,890
PROFESSOR: Is the man
responsible for his own death?

1198
00:43:53,862 --> 00:43:54,362
Yes.

1199
00:43:57,122 --> 00:43:59,330
AUDIENCE: Was the man involved
in stopping the music?

1200
00:43:59,330 --> 00:44:00,490
PROFESSOR: Was the man
involved in stopping the music?

1201
00:44:00,490 --> 00:44:00,990
No.

1202
00:44:04,579 --> 00:44:07,837
AUDIENCE: Did the man die
before the music stopped?

1203
00:44:07,837 --> 00:44:08,420
PROFESSOR: No.

1204
00:44:08,420 --> 00:44:10,984
He did not die before
the music stopped?

1205
00:44:10,984 --> 00:44:12,374
AUDIENCE: Was he in public?

1206
00:44:12,374 --> 00:44:13,540
PROFESSOR: Was he in public?

1207
00:44:13,540 --> 00:44:14,836
Yes.

1208
00:44:14,836 --> 00:44:15,960
AUDIENCE: Was he driving?

1209
00:44:15,960 --> 00:44:17,830
PROFESSOR: Was a driving?

1210
00:44:17,830 --> 00:44:20,152
No.

1211
00:44:20,152 --> 00:44:22,110
AUDIENCE: Is the music
the name of something

1212
00:44:22,110 --> 00:44:23,760
unrelated to sound?

1213
00:44:23,760 --> 00:44:27,490
PROFESSOR: Is the music
the name of something

1214
00:44:27,490 --> 00:44:28,495
unrelated to sound?

1215
00:44:31,330 --> 00:44:33,270
I don't know what you mean.

1216
00:44:33,270 --> 00:44:35,431
But I want to.

1217
00:44:35,431 --> 00:44:36,742
AUDIENCE: Is the music a name?

1218
00:44:36,742 --> 00:44:37,840
PROFESSOR: Is the music a?

1219
00:44:37,840 --> 00:44:38,650
AUDIENCE: A name.

1220
00:44:38,650 --> 00:44:39,270
PROFESSOR: A name.

1221
00:44:39,270 --> 00:44:40,240
AUDIENCE: Of something.

1222
00:44:40,240 --> 00:44:41,600
PROFESSOR: Of something.

1223
00:44:41,600 --> 00:44:42,998
I don't know what that means.

1224
00:44:42,998 --> 00:44:43,934
AUDIENCE MEMBER 1:
Is it not music?

1225
00:44:43,934 --> 00:44:45,338
AUDIENCE MEMBER 2: He
means is there a track

1226
00:44:45,338 --> 00:44:46,274
called "The Music."

1227
00:44:46,274 --> 00:44:47,080
PROFESSOR: Oh.

1228
00:44:47,080 --> 00:44:49,360
No.

1229
00:44:49,360 --> 00:44:49,860
Thank you.

1230
00:44:53,131 --> 00:44:53,630
It's hard.

1231
00:44:53,630 --> 00:44:55,854
It's not that hard.

1232
00:44:55,854 --> 00:44:57,770
AUDIENCE: Was the man
in control of the music?

1233
00:44:57,770 --> 00:44:59,728
PROFESSOR: Was the man
in control of the music?

1234
00:44:59,728 --> 00:45:01,640
No.

1235
00:45:01,640 --> 00:45:04,542
AUDIENCE: Is the music relevant
to the man's death at all?

1236
00:45:04,542 --> 00:45:07,000
PROFESSOR: Is the music relevant
at all to the man's death?

1237
00:45:07,000 --> 00:45:07,500
Yes.

1238
00:45:10,015 --> 00:45:12,105
AUDIENCE: Did someone
try to stop his death?

1239
00:45:12,105 --> 00:45:14,875
PROFESSOR: Did someone
try to stop his death?

1240
00:45:14,875 --> 00:45:15,375
Irrelevant.

1241
00:45:18,408 --> 00:45:19,760
AUDIENCE: Did he want to die?

1242
00:45:19,760 --> 00:45:21,336
PROFESSOR: Did the
man want to die?

1243
00:45:21,336 --> 00:45:21,836
No.

1244
00:45:24,942 --> 00:45:26,525
AUDIENCE: Is the
song that was playing

1245
00:45:26,525 --> 00:45:28,470
relevant to the man's death?

1246
00:45:28,470 --> 00:45:30,120
PROFESSOR: Is the
song that was playing

1247
00:45:30,120 --> 00:45:31,425
relevant to the man's death?

1248
00:45:35,190 --> 00:45:36,961
-ish.

1249
00:45:36,961 --> 00:45:40,202
Sorry to break the format.

1250
00:45:40,202 --> 00:45:43,070
AUDIENCE: So is it an internal
injury that killed him?

1251
00:45:49,320 --> 00:45:51,320
An external injury
would be like a trauma,

1252
00:45:51,320 --> 00:45:55,248
whereas an internal injury
would be like a heart attack.

1253
00:45:55,248 --> 00:45:58,339
I'm trying to figure
out the way he died.

1254
00:45:58,339 --> 00:46:00,130
PROFESSOR: Ask me a
very specific question.

1255
00:46:00,130 --> 00:46:01,630
AUDIENCE: Was it
an internal injury?

1256
00:46:01,630 --> 00:46:06,990
[LAUGHTER]

1257
00:46:06,990 --> 00:46:09,297
Did he die of a heart attack?

1258
00:46:09,297 --> 00:46:09,880
PROFESSOR: No.

1259
00:46:09,880 --> 00:46:11,046
AUDIENCE MEMBER 1: A stroke?

1260
00:46:13,340 --> 00:46:15,730
AUDIENCE MEMBER 2:
Something hit him?

1261
00:46:15,730 --> 00:46:16,355
PROFESSOR: Yes.

1262
00:46:16,355 --> 00:46:18,050
AUDIENCE: An ice
cream truck hit him.

1263
00:46:18,050 --> 00:46:20,344
PROFESSOR: No.

1264
00:46:20,344 --> 00:46:21,260
Did something hit him?

1265
00:46:21,260 --> 00:46:21,600
Yes.

1266
00:46:21,600 --> 00:46:22,460
Did an ice cream truck hit him?

1267
00:46:22,460 --> 00:46:23,219
No.

1268
00:46:23,219 --> 00:46:24,135
But that's very funny.

1269
00:46:26,145 --> 00:46:28,520
AUDIENCE: Was the thing that
hit him intended to hit him?

1270
00:46:28,520 --> 00:46:31,846
PROFESSOR: Was the thing that
hit him intended to hit him?

1271
00:46:31,846 --> 00:46:32,345
No.

1272
00:46:36,015 --> 00:46:39,068
AUDIENCE: Did the music
player fall on the guy?

1273
00:46:39,068 --> 00:46:41,234
PROFESSOR: The music player
did not fall on the guy.

1274
00:46:41,234 --> 00:46:42,692
AUDIENCE: Since he
was blindfolded,

1275
00:46:42,692 --> 00:46:47,814
was he to guide himself
in a certain direction?

1276
00:46:47,814 --> 00:46:49,230
PROFESSOR: Ask the
question again.

1277
00:46:49,230 --> 00:46:50,688
AUDIENCE: Since he
was blindfolded,

1278
00:46:50,688 --> 00:46:52,789
was he using the music
as a way to guide himself

1279
00:46:52,789 --> 00:46:54,080
towards or away from something?

1280
00:46:54,080 --> 00:46:56,730
PROFESSOR: Yes.

1281
00:46:56,730 --> 00:46:58,932
She asked the question was
the music guiding him--

1282
00:46:58,932 --> 00:47:00,890
AUDIENCE: Was he using
the music to guide him--

1283
00:47:00,890 --> 00:47:02,848
PROFESSOR: Was he using
the music to guide him?

1284
00:47:02,848 --> 00:47:03,454
Yes.

1285
00:47:03,454 --> 00:47:05,370
AUDIENCE: Is the man a
performer of some sort?

1286
00:47:05,370 --> 00:47:06,786
PROFESSOR: Is the
man a performer?

1287
00:47:06,786 --> 00:47:08,258
Yes.

1288
00:47:08,258 --> 00:47:10,570
AUDIENCE: Was he a
tightrope walker?

1289
00:47:10,570 --> 00:47:12,705
PROFESSOR: Was he
a tightrope walker?

1290
00:47:12,705 --> 00:47:13,205
Yes.

1291
00:47:17,035 --> 00:47:18,392
AUDIENCE: Did he fall?

1292
00:47:18,392 --> 00:47:19,350
PROFESSOR: Did he fall?

1293
00:47:19,350 --> 00:47:19,849
Yes.

1294
00:47:23,539 --> 00:47:25,080
AUDIENCE: Was the
man using the music

1295
00:47:25,080 --> 00:47:28,038
to guide himself blindfolded
across the tightrope

1296
00:47:28,038 --> 00:47:30,435
and then the music
stopped and he fell off?

1297
00:47:30,435 --> 00:47:32,560
PROFESSOR: Was the man
using the music to guide him

1298
00:47:32,560 --> 00:47:33,720
across the tightrope--

1299
00:47:33,720 --> 00:47:34,440
AUDIENCE: While he
was blindfolded.

1300
00:47:34,440 --> 00:47:36,023
PROFESSOR: --while
he was blindfolded.

1301
00:47:36,023 --> 00:47:37,988
And what was the next part?

1302
00:47:37,988 --> 00:47:39,740
AUDIENCE: The music
stopped so he couldn't

1303
00:47:39,740 --> 00:47:41,060
find where he was going
so then he fell off.

1304
00:47:41,060 --> 00:47:41,820
PROFESSOR: The
music stopped so he

1305
00:47:41,820 --> 00:47:43,290
couldn't find
where he was going.

1306
00:47:43,290 --> 00:47:44,486
And therefore, he fall off.

1307
00:47:44,486 --> 00:47:44,985
No.

1308
00:47:47,550 --> 00:47:49,520
So close.

1309
00:47:49,520 --> 00:47:51,920
AUDIENCE: Was he supposed to
jump into a net and missed?

1310
00:47:51,920 --> 00:47:53,080
PROFESSOR: We he supposed to
jump into a net and missed?

1311
00:47:53,080 --> 00:47:53,580
No.

1312
00:47:56,045 --> 00:47:57,670
AUDIENCE: Did the
speakers fall on him?

1313
00:47:57,670 --> 00:47:58,270
PROFESSOR: Did the
speakers fall on him?

1314
00:47:58,270 --> 00:47:59,105
No.

1315
00:47:59,105 --> 00:48:00,480
AUDIENCE: Was he
using the number

1316
00:48:00,480 --> 00:48:02,350
of beats to traverse
the tightrope?

1317
00:48:02,350 --> 00:48:03,300
PROFESSOR: Was using
the number of beats

1318
00:48:03,300 --> 00:48:04,383
to traverse the tightrope?

1319
00:48:04,383 --> 00:48:05,120
No.

1320
00:48:05,120 --> 00:48:08,632
AUDIENCE: Was the tightrope
the wire for the music player?

1321
00:48:08,632 --> 00:48:11,090
PROFESSOR: Was the tightrope
the wire for the music player?

1322
00:48:11,090 --> 00:48:11,910
Very creative.

1323
00:48:11,910 --> 00:48:14,120
No.

1324
00:48:14,120 --> 00:48:16,744
AUDIENCE: Was the music supposed
to stop when he was at the end

1325
00:48:16,744 --> 00:48:18,031
but it stopped early?

1326
00:48:18,031 --> 00:48:19,406
PROFESSOR: Was
the music supposed

1327
00:48:19,406 --> 00:48:21,230
to be stopped when
he got to the end?

1328
00:48:21,230 --> 00:48:22,619
Yes.

1329
00:48:22,619 --> 00:48:23,660
And that's what happened.

1330
00:48:27,320 --> 00:48:29,390
So he's walking on a tightrope.

1331
00:48:29,390 --> 00:48:31,056
And all of a sudden--
he's blindfolded--

1332
00:48:31,056 --> 00:48:34,362
and the music stops, so he
figures he's at the end.

1333
00:48:34,362 --> 00:48:37,150
And he just steps off.

1334
00:48:37,150 --> 00:48:38,900
But he wasn't at the end.

1335
00:48:38,900 --> 00:48:40,696
And there was no net.

1336
00:48:40,696 --> 00:48:45,020
And he fell to his death
where the ground hit him.

1337
00:48:45,020 --> 00:48:48,430
[AUDIENCE DISGRUNTLEMENT]

1338
00:48:48,430 --> 00:48:49,954
You said, did something hit him.

1339
00:48:49,954 --> 00:48:50,454
Yes.

1340
00:48:50,454 --> 00:48:51,204
Something hit him.

1341
00:48:53,970 --> 00:48:54,650
I didn't lie.

1342
00:48:54,650 --> 00:48:55,846
Something did hit him.

1343
00:48:55,846 --> 00:48:57,220
AUDIENCE: He hit the ground.

1344
00:48:57,220 --> 00:48:59,350
PROFESSOR: Oh.

1345
00:48:59,350 --> 00:49:00,430
I'm sorry.

1346
00:49:00,430 --> 00:49:03,371
You've all taken physics.

1347
00:49:03,371 --> 00:49:05,370
The ground hit him as
much as he hit the ground.

1348
00:49:05,370 --> 00:49:06,203
[INTERPOSING VOICES]

1349
00:49:10,180 --> 00:49:11,639
PROFESSOR: He wasn't dead.

1350
00:49:11,639 --> 00:49:12,430
He was still alive.

1351
00:49:12,430 --> 00:49:13,263
[INTERPOSING VOICES]

1352
00:49:15,507 --> 00:49:17,340
PROFESSOR: The music
stopped before he died.

1353
00:49:17,340 --> 00:49:19,330
AUDIENCE: Because arguably, he
died when he hit the concrete.

1354
00:49:19,330 --> 00:49:19,710
PROFESSOR: Oh.

1355
00:49:19,710 --> 00:49:20,210
No.

1356
00:49:20,210 --> 00:49:22,640
I answered the questions
very specifically each time.

1357
00:49:22,640 --> 00:49:24,910
In fact, we have all
the questions, here,

1358
00:49:24,910 --> 00:49:27,110
that you asked.

1359
00:49:27,110 --> 00:49:29,970
Any ones in particular
that were of note?

1360
00:49:29,970 --> 00:49:32,760
So what's very interesting
here is about asking questions.

1361
00:49:32,760 --> 00:49:34,560
And it leads us
into what we want

1362
00:49:34,560 --> 00:49:37,570
to talk about here
with research.

1363
00:49:37,570 --> 00:49:39,420
Asking good questions
is really hard.

1364
00:49:39,420 --> 00:49:41,350
And when you ask
questions, sometimes you

1365
00:49:41,350 --> 00:49:43,400
find you're going down a path
that's giving you information.

1366
00:49:43,400 --> 00:49:44,410
Sometimes you don't.

1367
00:49:44,410 --> 00:49:48,761
Often the first question I
get asked was, was he outside?

1368
00:49:48,761 --> 00:49:49,260
No.

1369
00:49:49,260 --> 00:49:50,134
Was he in a building.

1370
00:49:50,134 --> 00:49:51,010
Yes.

1371
00:49:51,010 --> 00:49:53,305
What comes to your
mind as someone

1372
00:49:53,305 --> 00:49:54,636
said he was in a building?

1373
00:49:54,636 --> 00:49:55,490
[INTERPOSING VOICES]

1374
00:49:55,490 --> 00:49:56,210
PROFESSOR: You'd think
an office building.

1375
00:49:56,210 --> 00:49:56,790
Right?

1376
00:49:56,790 --> 00:49:59,740
You wouldn't think
a tent or a circus.

1377
00:49:59,740 --> 00:50:01,290
That's a building.

1378
00:50:01,290 --> 00:50:02,570
It's a structure.

1379
00:50:02,570 --> 00:50:06,240
If I said no to building, would
I have to say yes to tent?

1380
00:50:06,240 --> 00:50:08,120
Like at some point if
I'm being very binary.

1381
00:50:08,120 --> 00:50:09,670
So asking questions
is very hard.

1382
00:50:09,670 --> 00:50:11,253
You see any ones
that you're skimming?

1383
00:50:12,657 --> 00:50:14,990
QUESTION TYPER: The internal
injury one was really good.

1384
00:50:14,990 --> 00:50:15,625
PROFESSOR: Internal injuries.

1385
00:50:15,625 --> 00:50:17,950
QUESTION TYPER: That put
them in the right direction.

1386
00:50:17,950 --> 00:50:18,670
PROFESSOR: Hitting the ground.

1387
00:50:18,670 --> 00:50:20,628
So when you said, did
something hit him-- well,

1388
00:50:20,628 --> 00:50:21,587
yes, something hit him.

1389
00:50:21,587 --> 00:50:23,420
But it doesn't tell you
about the direction.

1390
00:50:23,420 --> 00:50:23,810
Right?

1391
00:50:23,810 --> 00:50:24,880
And now you're
beginning to think

1392
00:50:24,880 --> 00:50:26,130
an ice cream truck struck him.

1393
00:50:26,130 --> 00:50:27,220
And this makes sense.

1394
00:50:27,220 --> 00:50:29,050
What you did is exactly right.

1395
00:50:29,050 --> 00:50:31,770
All this is exactly what you
should be thinking about.

1396
00:50:31,770 --> 00:50:34,220
But it shows us, given some
data-- think about when you're

1397
00:50:34,220 --> 00:50:37,250
asking questions-- you can
get the exact, truthful, right

1398
00:50:37,250 --> 00:50:41,040
answer and still be radically
incorrect about what

1399
00:50:41,040 --> 00:50:44,216
you understand from this.

1400
00:50:44,216 --> 00:50:45,840
That was a little
induction to research

1401
00:50:45,840 --> 00:50:50,690
here, complete with formula.

1402
00:50:50,690 --> 00:50:53,060
So research.

1403
00:50:53,060 --> 00:50:54,090
Just a basic thing.

1404
00:50:54,090 --> 00:50:56,215
You want to ask questions
and find out about stuff.

1405
00:50:56,215 --> 00:51:00,540
Asking questions is important,
but answers can be misleading.

1406
00:51:00,540 --> 00:51:03,680
Academic and scientific
research is often wrong.

1407
00:51:03,680 --> 00:51:06,500
We think it's the
truth when we read it.

1408
00:51:06,500 --> 00:51:09,070
And maybe it's truthful.

1409
00:51:09,070 --> 00:51:10,290
Many of them are very good.

1410
00:51:10,290 --> 00:51:12,520
But often they're wrong.

1411
00:51:12,520 --> 00:51:16,000
And we base beliefs and make
conclusions and decisions

1412
00:51:16,000 --> 00:51:17,789
based on faulty information.

1413
00:51:17,789 --> 00:51:19,330
Which gets us back
to the first thing

1414
00:51:19,330 --> 00:51:21,413
I talked to you about on
the first day, which was?

1415
00:51:24,450 --> 00:51:24,950
To do what?

1416
00:51:24,950 --> 00:51:25,680
The first thing.

1417
00:51:25,680 --> 00:51:25,920
AUDIENCE: Ask the
right question.

1418
00:51:25,920 --> 00:51:27,450
PROFESSOR: To ask why.

1419
00:51:27,450 --> 00:51:30,030
To make sure that we're getting
to the underlying reasons.

1420
00:51:30,030 --> 00:51:32,440
Because that may be wrong.

1421
00:51:32,440 --> 00:51:36,470
Research results may be good but
the conclusions may be wrong.

1422
00:51:36,470 --> 00:51:37,870
So here we had great research.

1423
00:51:37,870 --> 00:51:39,320
The question was, did he
die of internal injuries.

1424
00:51:39,320 --> 00:51:39,820
Yes.

1425
00:51:39,820 --> 00:51:40,736
Did something hit him?

1426
00:51:40,736 --> 00:51:41,260
Yes.

1427
00:51:41,260 --> 00:51:42,340
What did we conclude?

1428
00:51:42,340 --> 00:51:45,300
That something hit him--
that he was stationary.

1429
00:51:45,300 --> 00:51:46,190
Easy to do.

1430
00:51:46,190 --> 00:51:47,300
This is Fitts' Law.

1431
00:51:47,300 --> 00:51:48,430
It's pretty cool.

1432
00:51:48,430 --> 00:51:52,367
I won't bother
explaining it right now.

1433
00:51:52,367 --> 00:51:53,200
It's so interesting.

1434
00:51:53,200 --> 00:51:54,830
It's used a lot in computer
and human interaction.

1435
00:51:54,830 --> 00:51:56,155
I'll give you the basic idea.

1436
00:52:01,540 --> 00:52:05,600
This distance is D. And I
think, here in the formula,

1437
00:52:05,600 --> 00:52:09,290
this is W, which really
talks about-- actually,

1438
00:52:09,290 --> 00:52:12,240
that's Ws here and Ws here.

1439
00:52:12,240 --> 00:52:14,640
It's a margin of
error, technically.

1440
00:52:14,640 --> 00:52:16,520
But here it's a width.

1441
00:52:16,520 --> 00:52:18,540
And what he would do
is he'd say, look,

1442
00:52:18,540 --> 00:52:20,601
we can have people doing
something like tapping.

1443
00:52:20,601 --> 00:52:21,100
Here.

1444
00:52:21,100 --> 00:52:21,799
Here.

1445
00:52:21,799 --> 00:52:22,590
As fast as you can.

1446
00:52:27,760 --> 00:52:31,210
Now if I take those
lines and I change them.

1447
00:52:31,210 --> 00:52:34,320
I'm going to make
them like this.

1448
00:52:34,320 --> 00:52:35,610
So that's one.

1449
00:52:35,610 --> 00:52:37,850
I do this.

1450
00:52:37,850 --> 00:52:39,390
Faster.

1451
00:52:39,390 --> 00:52:40,190
What if I do this?

1452
00:52:48,180 --> 00:52:48,866
Pretty good.

1453
00:52:48,866 --> 00:52:49,610
Pretty good.

1454
00:52:49,610 --> 00:52:51,100
And so I'm pretty
good with that.

1455
00:52:51,100 --> 00:52:52,220
But my speed changed.

1456
00:52:52,220 --> 00:52:56,570
And if I wanted to go faster,
my accuracy would go down.

1457
00:52:56,570 --> 00:52:58,810
So what can we
conclude from this?

1458
00:52:58,810 --> 00:52:59,875
Lots of things.

1459
00:52:59,875 --> 00:53:01,916
Somethings that are very
good and somethings that

1460
00:53:01,916 --> 00:53:02,885
are incorrect.

1461
00:53:02,885 --> 00:53:03,940
One conclusion.

1462
00:53:03,940 --> 00:53:05,820
If I work on a computer
system that just

1463
00:53:05,820 --> 00:53:08,070
has a keyboard and
no mice at all.

1464
00:53:08,070 --> 00:53:12,430
And it's now 1985, 1986.

1465
00:53:12,430 --> 00:53:15,570
Should I use a graphical
user interface or not?

1466
00:53:15,570 --> 00:53:18,262
Well the incorrect conclusion
might be it will slow you down.

1467
00:53:18,262 --> 00:53:20,220
Because every time you
move your hand over-- we

1468
00:53:20,220 --> 00:53:21,110
can calculate it out.

1469
00:53:21,110 --> 00:53:23,110
How long it's going to
take you for every action

1470
00:53:23,110 --> 00:53:25,299
that requires you
to use a mouse.

1471
00:53:25,299 --> 00:53:27,340
And so we don't want to
have people slowing down.

1472
00:53:27,340 --> 00:53:30,760
We're going to keep everything
using keyboard commands.

1473
00:53:30,760 --> 00:53:33,420
But it may not be true that
it's going to make you faster.

1474
00:53:33,420 --> 00:53:37,189
That's an incorrect conclusion--
maybe given that same system.

1475
00:53:37,189 --> 00:53:38,730
But maybe if you
redesign the system,

1476
00:53:38,730 --> 00:53:40,000
it will actually become
a system that you

1477
00:53:40,000 --> 00:53:41,910
can use faster because
you can use the mouse

1478
00:53:41,910 --> 00:53:44,096
to be able to do things
you couldn't do before.

1479
00:53:44,096 --> 00:53:45,720
And the correct
conclusion that we draw

1480
00:53:45,720 --> 00:53:48,739
is the right click
for a pop-up menu--

1481
00:53:48,739 --> 00:53:51,280
you right click on something
and then the menu's right there.

1482
00:53:51,280 --> 00:53:53,290
So now you've moved
your hand to the mouse.

1483
00:53:53,290 --> 00:53:54,795
You move your mouse
to the target.

1484
00:53:54,795 --> 00:53:56,020
And you right click on it.

1485
00:53:56,020 --> 00:53:57,900
And now you have a
menu that's contextual,

1486
00:53:57,900 --> 00:53:59,234
that's short and easy to get to.

1487
00:53:59,234 --> 00:54:01,358
Instead of moving your
mouse all the way to the top

1488
00:54:01,358 --> 00:54:03,990
to a big menu bar and having to
find your way through cascading

1489
00:54:03,990 --> 00:54:05,740
menus.

1490
00:54:05,740 --> 00:54:08,050
That is the correct use of it.

1491
00:54:08,050 --> 00:54:10,790
Research results may be good
but conclusions may be wrong.

1492
00:54:10,790 --> 00:54:13,600
So when you see a really good
research piece like this,

1493
00:54:13,600 --> 00:54:18,630
understand that what you do
with that is really important.

1494
00:54:18,630 --> 00:54:19,990
We design projects for people.

1495
00:54:19,990 --> 00:54:22,730
People don't know
what they want often.

1496
00:54:22,730 --> 00:54:25,560
I could say, do you want
to have a device that's

1497
00:54:25,560 --> 00:54:28,645
this big and flat and has a
keyboard on it that's virtual

1498
00:54:28,645 --> 00:54:29,610
and all the stuff.

1499
00:54:29,610 --> 00:54:31,260
You might say, nah,
I don't want that.

1500
00:54:31,260 --> 00:54:34,460
In fact, when the iPad
came out, the week

1501
00:54:34,460 --> 00:54:37,510
beforehand or two weeks
before I had pre-ordered it

1502
00:54:37,510 --> 00:54:40,230
because I had to be
really cool and wanted it.

1503
00:54:40,230 --> 00:54:44,705
And my classmates were
saying, oh that's ridiculous.

1504
00:54:44,705 --> 00:54:46,400
I said, why is it ridiculous?

1505
00:54:46,400 --> 00:54:50,290
Well, it's like a bigger
iPhone and you don't need that.

1506
00:54:50,290 --> 00:54:51,900
And I'm like I think
it's different.

1507
00:54:51,900 --> 00:54:54,266
They said, no, it's
just a bigger iPhone.

1508
00:54:54,266 --> 00:54:55,390
We're not going to get one.

1509
00:54:55,390 --> 00:54:57,598
Well within a month, of
course, a whole bunch of them

1510
00:54:57,598 --> 00:54:59,790
are ordering them because
they saw it was different.

1511
00:54:59,790 --> 00:55:01,706
But if you asked them--
if you said, would you

1512
00:55:01,706 --> 00:55:06,370
like to pay $600 or $800
for an object like this,

1513
00:55:06,370 --> 00:55:08,430
they might have said, no.

1514
00:55:08,430 --> 00:55:11,330
And then they never
would've made an iPad.

1515
00:55:11,330 --> 00:55:13,720
It's very hard to ask
people what they want.

1516
00:55:13,720 --> 00:55:17,450
And if they know what they want,
they often can't articulate it.

1517
00:55:17,450 --> 00:55:20,670
They don't know what words
to use to convey the idea.

1518
00:55:20,670 --> 00:55:22,506
So as a designer
when you research,

1519
00:55:22,506 --> 00:55:24,880
how you ask questions, how
you interpret people's answers

1520
00:55:24,880 --> 00:55:25,671
is really critical.

1521
00:55:28,910 --> 00:55:33,675
I'd like to show you
this video about why

1522
00:55:33,675 --> 00:55:38,270
it can be hard to
get good answers when

1523
00:55:38,270 --> 00:55:40,190
you ask a question.

1524
00:55:40,190 --> 00:55:43,500
This video is for a game
show called the Family Feud.

1525
00:55:43,500 --> 00:55:46,190
Who does not know the show?

1526
00:55:46,190 --> 00:55:47,650
Briefly, here's how it works.

1527
00:55:47,650 --> 00:55:49,080
They have parts
of the show where

1528
00:55:49,080 --> 00:55:52,855
they ask people-- 100 people
get surveyed-- they'll ask them

1529
00:55:52,855 --> 00:55:56,990
a question like,
what would you expect

1530
00:55:56,990 --> 00:56:00,500
to find in a refrigerator?

1531
00:56:00,500 --> 00:56:02,990
And you want to guess
the most popular answer

1532
00:56:02,990 --> 00:56:05,360
because that will be the
number of points you get.

1533
00:56:05,360 --> 00:56:06,666
So what would you answer?

1534
00:56:06,666 --> 00:56:07,394
AUDIENCE: Milk.

1535
00:56:07,394 --> 00:56:08,060
PROFESSOR: Milk.

1536
00:56:08,060 --> 00:56:11,090
Milk is the most popular answer.

1537
00:56:11,090 --> 00:56:13,270
And so this is a speed
round at the end where

1538
00:56:13,270 --> 00:56:15,300
they have two different teams.

1539
00:56:15,300 --> 00:56:18,150
And this one person comes
over and he's looking away

1540
00:56:18,150 --> 00:56:21,870
from the board and this guy asks
him these questions in a row.

1541
00:56:21,870 --> 00:56:23,620
It's like five questions.

1542
00:56:23,620 --> 00:56:25,910
One of them is
the milk question.

1543
00:56:25,910 --> 00:56:29,230
You're asking this person
who's on a game show-- average

1544
00:56:29,230 --> 00:56:31,530
person, answering questions.

1545
00:56:31,530 --> 00:56:34,170
He happens to be under pressure
because he's on a game show.

1546
00:56:34,170 --> 00:56:35,211
You'll see his responses.

1547
00:56:37,967 --> 00:56:39,800
I'm just going to roll
this for a little bit

1548
00:56:39,800 --> 00:56:42,174
and then we're going to show
you the second part of this.

1549
00:56:47,670 --> 00:56:50,336
HOST (ON SCREEN): Name an animal
with three letters in its name.

1550
00:56:52,982 --> 00:56:54,760
CONTESTANT 1 (ON SCREEN): Frog.

1551
00:56:54,760 --> 00:56:56,926
HOST (ON SCREEN): Something
found in a refrigerator.

1552
00:56:56,926 --> 00:56:58,220
CONTESTANT 1 (ON SCREEN): Milk.

1553
00:56:58,220 --> 00:56:59,530
HOST (ON SCREEN): A
brand of gasoline.

1554
00:56:59,530 --> 00:57:00,290
CONTESTANT 1 (ON
SCREEN): Regular.

1555
00:57:00,290 --> 00:57:03,110
HOST (ON SCREEN): Something
that comes with a summer storm.

1556
00:57:03,110 --> 00:57:04,500
CONTESTANT 1 (ON SCREEN): Snow.

1557
00:57:04,500 --> 00:57:06,500
HOST (ON SCREEN): A sport
with an all-star game.

1558
00:57:06,500 --> 00:57:07,710
[BUZZER]

1559
00:57:07,710 --> 00:57:09,210
Turn around.

1560
00:57:09,210 --> 00:57:10,960
You may never be up here again.

1561
00:57:10,960 --> 00:57:12,704
Let's take a look.

1562
00:57:12,704 --> 00:57:15,692
Name an animal with three
letters in its name.

1563
00:57:15,692 --> 00:57:17,684
You said, frog.

1564
00:57:17,684 --> 00:57:20,174
Our survey said 0.

1565
00:57:20,174 --> 00:57:22,420
Two people would
have to say that.

1566
00:57:22,420 --> 00:57:24,330
Something found
in a refrigerator.

1567
00:57:24,330 --> 00:57:26,182
You said, milk.

1568
00:57:26,182 --> 00:57:29,910
Our survey said 28.

1569
00:57:29,910 --> 00:57:32,920
A brand of gasoline we wanted.

1570
00:57:32,920 --> 00:57:35,267
You said, regular.

1571
00:57:35,267 --> 00:57:36,245
That's a good brand.

1572
00:57:36,245 --> 00:57:37,710
Our survey said.

1573
00:57:37,710 --> 00:57:39,668
CONTESTANT 1 (ON SCREEN):
It's the brand I use.

1574
00:57:39,668 --> 00:57:42,126
HOST (ON SCREEN): Something
that comes with a summer storm.

1575
00:57:42,126 --> 00:57:46,702
You gave me the answer snow.

1576
00:57:46,702 --> 00:57:48,100
Our survey said.

1577
00:57:50,222 --> 00:57:51,930
PROFESSOR: So you saw
what happened here.

1578
00:57:51,930 --> 00:57:54,350
This person is trying to answer
questions under pressure.

1579
00:57:54,350 --> 00:57:56,308
He's trying to provide
the best answers he can.

1580
00:57:56,308 --> 00:57:58,010
An animal with three letters.

1581
00:57:58,010 --> 00:57:58,510
Frog.

1582
00:58:01,690 --> 00:58:04,451
I can see maybe-- it's
a short word, right?

1583
00:58:04,451 --> 00:58:05,700
Something in the refrigerator.

1584
00:58:05,700 --> 00:58:06,220
We got milk.

1585
00:58:06,220 --> 00:58:06,530
You all got milk.

1586
00:58:06,530 --> 00:58:07,430
You were great.

1587
00:58:07,430 --> 00:58:08,900
A brand of gasoline.

1588
00:58:08,900 --> 00:58:11,630
Regular.

1589
00:58:11,630 --> 00:58:15,190
He thought regular
is the brand instead

1590
00:58:15,190 --> 00:58:17,710
of Shell or Mobil
or something else.

1591
00:58:17,710 --> 00:58:21,550
That's what he associated
with that area.

1592
00:58:21,550 --> 00:58:25,410
Something that comes
with a summer storm.

1593
00:58:25,410 --> 00:58:25,910
Snow.

1594
00:58:28,790 --> 00:58:30,890
It doesn't happen
in the summer, I

1595
00:58:30,890 --> 00:58:33,250
think, for most
parts of the world.

1596
00:58:33,250 --> 00:58:34,450
Certainly not here.

1597
00:58:34,450 --> 00:58:38,480
But his reaction was to supply
an answer that wasn't useful,

1598
00:58:38,480 --> 00:58:40,230
even though he probably
would know things.

1599
00:58:40,230 --> 00:58:42,570
But under pressure,
not easy for him

1600
00:58:42,570 --> 00:58:44,820
to be able to come
up with good answers.

1601
00:58:44,820 --> 00:58:48,832
Let's continue this
and watch his opponent.

1602
00:58:48,832 --> 00:58:51,202
HOST (ON SCREEN): I got
good news and bad news.

1603
00:58:51,202 --> 00:58:52,630
CONTESTANT 2 (ON SCREEN):
Give me the bad news first.

1604
00:58:52,630 --> 00:58:54,004
HOST (ON SCREEN):
The bad news is

1605
00:58:54,004 --> 00:58:57,740
you need 172 points
to win the money.

1606
00:58:57,740 --> 00:59:00,136
The good news is you're
the man to do it.

1607
00:59:00,136 --> 00:59:01,760
I'm going to ask you
the same questions

1608
00:59:01,760 --> 00:59:02,676
I asked the other Bob.

1609
00:59:02,676 --> 00:59:06,386
You cannot and you do not
want to duplicate his answers.

1610
00:59:06,386 --> 00:59:07,883
If you do, you hear this.

1611
00:59:07,883 --> 00:59:08,881
[BUZZER]

1612
00:59:08,881 --> 00:59:10,377
What noise do we hear?

1613
00:59:10,377 --> 00:59:10,877
[BUZZER]

1614
00:59:10,877 --> 00:59:12,380
Thank you.

1615
00:59:12,380 --> 00:59:13,464
I will then say try again.

1616
00:59:13,464 --> 00:59:14,713
You'll give me another answer.

1617
00:59:14,713 --> 00:59:15,480
Alright?

1618
00:59:15,480 --> 00:59:17,555
Remind everyone, to
Bob's shame, the answers

1619
00:59:17,555 --> 00:59:22,530
he gave us and give me 20
seconds on the clock, please.

1620
00:59:22,530 --> 00:59:26,050
Name an animal with three
letters in its name.

1621
00:59:26,050 --> 00:59:27,800
CONTESTANT 2 (ON
SCREEN): Alligator.

1622
00:59:27,800 --> 00:59:31,259
HOST (ON SCREEN): Something
found in a refrigerator.

1623
00:59:31,259 --> 00:59:32,550
CONTESTANT 2 (ON SCREEN): Milk.

1624
00:59:32,550 --> 00:59:33,980
HOST (ON SCREEN): Try again.

1625
00:59:33,980 --> 00:59:35,230
CONTESTANT 2 (ON SCREEN): Ice.

1626
00:59:35,230 --> 00:59:37,131
HOST (ON SCREEN): A
brand of gasoline.

1627
00:59:37,131 --> 00:59:38,464
CONTESTANT 2 (ON SCREEN): Ethyl.

1628
00:59:38,464 --> 00:59:43,240
HOST (ON SCREEN): Something
that comes with a summer storm.

1629
00:59:43,240 --> 00:59:44,640
CONTESTANT 2 (ON SCREEN): Rain.

1630
00:59:44,640 --> 00:59:46,225
HOST (ON SCREEN): A sport
with an all-star game.

1631
00:59:46,225 --> 00:59:46,840
[BUZZER]

1632
00:59:46,840 --> 00:59:47,646
CONTESTANT 2 (ON
SCREEN): Football.

1633
00:59:47,646 --> 00:59:48,042
HOST (ON SCREEN): Football.

1634
00:59:48,042 --> 00:59:49,208
You've got to give him that.

1635
00:59:55,582 --> 00:59:59,550
Any man that says alligator,
you've got to give it.

1636
00:59:59,550 --> 01:00:02,774
Name an animal with three
letters in its name.

1637
01:00:02,774 --> 01:00:05,998
You said, alligator.

1638
01:00:05,998 --> 01:00:07,486
Our survey said.

1639
01:00:18,886 --> 01:00:19,886
You don't use narcotics.

1640
01:00:19,886 --> 01:00:21,154
Do you?

1641
01:00:21,154 --> 01:00:22,862
CONTESTANT 2 (ON
SCREEN): No, but I will.

1642
01:00:22,862 --> 01:00:24,903
HOST (ON SCREEN): I mean,
I thought frog was bad.

1643
01:00:31,294 --> 01:00:34,270
I thought frog was
a disastrous answer

1644
01:00:34,270 --> 01:00:36,750
until you came up
with alligator.

1645
01:00:36,750 --> 01:00:38,734
It's a real tough one.

1646
01:00:38,734 --> 01:00:41,214
Dog was the number one answer.

1647
01:00:41,214 --> 01:00:43,198
Dog.

1648
01:00:43,198 --> 01:00:45,190
CONTESTANT 2 (ON SCREEN):
Are you sure it was?

1649
01:00:45,190 --> 01:00:47,065
HOST (ON SCREEN): Three
letters in it's name.

1650
01:00:47,065 --> 01:00:47,746
Dog.

1651
01:00:47,746 --> 01:00:51,218
D-O-G.

1652
01:00:51,218 --> 01:00:51,990
[CHATTERING]

1653
01:00:51,990 --> 01:00:53,698
HOST (ON SCREEN): And
we wanted something

1654
01:00:53,698 --> 01:00:55,682
found in a refrigerator.

1655
01:00:55,682 --> 01:00:58,162
You both had this
nailed down very well.

1656
01:00:58,162 --> 01:01:00,572
Unfortunately, you repeated
his answer, which was milk.

1657
01:01:00,572 --> 01:01:03,524
But you said, ice.

1658
01:01:03,524 --> 01:01:05,000
That's the place to find it.

1659
01:01:05,000 --> 01:01:06,476
Our survey said 17.

1660
01:01:09,920 --> 01:01:11,888
Milk was the number one answer.

1661
01:01:11,888 --> 01:01:14,348
It was the only good
thing that Bob did.

1662
01:01:14,348 --> 01:01:16,808
A brand of gasoline we asked.

1663
01:01:16,808 --> 01:01:18,344
You said, ethyl.

1664
01:01:18,344 --> 01:01:19,760
CONTESTANT 2 (ON
SCREEN): A brand.

1665
01:01:19,760 --> 01:01:22,652
HOST (ON SCREEN): A brand which
I think you've been drinking.

1666
01:01:22,652 --> 01:01:26,580
Our survey said.

1667
01:01:26,580 --> 01:01:28,053
The number one answer was Shell.

1668
01:01:28,053 --> 01:01:29,530
CONTESTANT 2 (ON SCREEN): Shell.

1669
01:01:29,530 --> 01:01:31,988
HOST (ON SCREEN): Something
that comes with a summer storm.

1670
01:01:31,988 --> 01:01:33,155
At least you have reached.

1671
01:01:33,155 --> 01:01:34,261
Did you see his answer?

1672
01:01:34,261 --> 01:01:35,734
Snow!

1673
01:01:35,734 --> 01:01:37,916
At least you said,
I believe, rain.

1674
01:01:37,916 --> 01:01:39,345
Is that correct?

1675
01:01:39,345 --> 01:01:40,830
Well, that's good.

1676
01:01:40,830 --> 01:01:42,810
Our survey said 9.

1677
01:01:46,275 --> 01:01:49,270
And then a sport with
an all-star game.

1678
01:01:49,270 --> 01:01:51,184
You said, Football.

1679
01:01:51,184 --> 01:01:54,628
It was about two minutes late
but I insisted you get it.

1680
01:01:54,628 --> 01:01:56,104
Our survey said.

1681
01:01:56,104 --> 01:02:01,040
[BUZZER]

1682
01:02:01,040 --> 01:02:04,150
So these people are not stupid.

1683
01:02:04,150 --> 01:02:05,440
They're smart people.

1684
01:02:05,440 --> 01:02:07,000
They're regular people.

1685
01:02:07,000 --> 01:02:09,330
And they come with these
answers under pressure

1686
01:02:09,330 --> 01:02:15,050
which were just not the
right answers by a long shot.

1687
01:02:15,050 --> 01:02:17,580
So how you ask questions,
who you ask questions to,

1688
01:02:17,580 --> 01:02:19,040
the environment
you ask questions--

1689
01:02:19,040 --> 01:02:20,660
it may not always
be this extreme

1690
01:02:20,660 --> 01:02:25,370
where someone says alligator
for a three letter animal.

1691
01:02:25,370 --> 01:02:28,020
But you will get shades
of differences-- shades

1692
01:02:28,020 --> 01:02:28,544
of meaning.

1693
01:02:28,544 --> 01:02:29,960
Sometime who is
very stressed will

1694
01:02:29,960 --> 01:02:31,260
provide really bad answers.

1695
01:02:31,260 --> 01:02:33,770
If you're really, really--
I get test anxiety.

1696
01:02:33,770 --> 01:02:39,390
So when I took my
tests in grad school

1697
01:02:39,390 --> 01:02:41,520
I went to support services
and got time and a half

1698
01:02:41,520 --> 01:02:42,620
because I couldn't do it.

1699
01:02:42,620 --> 01:02:45,810
I'd be there and I would
look at these problems

1700
01:02:45,810 --> 01:02:48,757
and the information would
empty out of my mind.

1701
01:02:48,757 --> 01:02:50,090
I just was too anxious to do it.

1702
01:02:52,874 --> 01:02:55,040
Like other people, you will
get different responses.

1703
01:02:55,040 --> 01:02:59,100
So how you conduct your
research is really important.

1704
01:02:59,100 --> 01:03:01,990
So one of the various
ways we can research.

1705
01:03:01,990 --> 01:03:04,157
Let's talk about this.

1706
01:03:04,157 --> 01:03:05,740
If it was 1960, and
we wanted to learn

1707
01:03:05,740 --> 01:03:08,100
to cook like a French
chef, what would we do?

1708
01:03:08,100 --> 01:03:09,742
What could we do?

1709
01:03:09,742 --> 01:03:10,700
AUDIENCE: Go to France.

1710
01:03:10,700 --> 01:03:11,790
PROFESSOR: Go to France?

1711
01:03:11,790 --> 01:03:13,050
Just go to France?

1712
01:03:13,050 --> 01:03:14,841
And you just happened
to have the knowledge

1713
01:03:14,841 --> 01:03:15,859
by going to France.

1714
01:03:15,859 --> 01:03:17,400
Yeah. if you start
smoking, you get--

1715
01:03:17,400 --> 01:03:18,322
[GRUMBLES]

1716
01:03:18,322 --> 01:03:20,655
You walk down the street, and
you just happened to know.

1717
01:03:20,655 --> 01:03:21,155
No.

1718
01:03:21,155 --> 01:03:22,120
What else do you do?

1719
01:03:22,120 --> 01:03:23,305
AUDIENCE: Talk to
the chefs there.

1720
01:03:23,305 --> 01:03:24,380
PROFESSOR: Talks
to the Chefs there.

1721
01:03:24,380 --> 01:03:24,680
Sure.

1722
01:03:24,680 --> 01:03:25,752
What else could you do?

1723
01:03:25,752 --> 01:03:27,080
AUDIENCE: What about
French cooking school?

1724
01:03:27,080 --> 01:03:28,680
PROFESSOR: Go to
French cooking school.

1725
01:03:28,680 --> 01:03:29,680
AUDIENCE: Watch Julia Child.

1726
01:03:29,680 --> 01:03:30,888
PROFESSOR: Watch Julia Child.

1727
01:03:30,888 --> 01:03:31,630
Absolutely.

1728
01:03:31,630 --> 01:03:34,270
Watch her show called
The French Chef.

1729
01:03:34,270 --> 01:03:34,770
Yes.

1730
01:03:34,770 --> 01:03:36,090
This is good.

1731
01:03:36,090 --> 01:03:37,130
1848.

1732
01:03:37,130 --> 01:03:40,717
The best way to conduct a
defensive military retaliation.

1733
01:03:40,717 --> 01:03:42,060
AUDIENCE: Go to military school.

1734
01:03:42,060 --> 01:03:43,200
PROFESSOR: Military school.

1735
01:03:43,200 --> 01:03:43,700
Yes.

1736
01:03:43,700 --> 01:03:46,520
Look at the what's
happened before in history.

1737
01:03:46,520 --> 01:03:47,180
1990s.

1738
01:03:47,180 --> 01:03:48,800
The best way to clean a kitchen.

1739
01:03:48,800 --> 01:03:50,680
We want to make the best way to
clean the kitchens in the '90s.

1740
01:03:50,680 --> 01:03:51,263
What do we do?

1741
01:03:53,782 --> 01:03:54,740
AUDIENCE: Ask your mom.

1742
01:03:54,740 --> 01:03:55,835
PROFESSOR: Ask your mom.

1743
01:03:55,835 --> 01:03:57,540
If not, just ask your
mom, however, you

1744
01:03:57,540 --> 01:03:58,987
could also do what?

1745
01:03:58,987 --> 01:03:59,820
AUDIENCE: Watch her.

1746
01:03:59,820 --> 01:04:00,760
PROFESSOR: Watch her.

1747
01:04:00,760 --> 01:04:02,640
Yes.

1748
01:04:02,640 --> 01:04:03,694
2013.

1749
01:04:03,694 --> 01:04:05,360
You want to save money
on a call center.

1750
01:04:05,360 --> 01:04:07,330
This call center
handles technical issues

1751
01:04:07,330 --> 01:04:10,840
for customer complaints
for satellite television.

1752
01:04:10,840 --> 01:04:11,868
What can you do?

1753
01:04:11,868 --> 01:04:13,192
AUDIENCE: Internet.

1754
01:04:13,192 --> 01:04:15,150
PROFESSOR: What would
you do with the internet?

1755
01:04:15,150 --> 01:04:16,370
AUDIENCE: Just search for it.

1756
01:04:16,370 --> 01:04:18,485
PROFESSOR: Search for what
has been done to save money

1757
01:04:18,485 --> 01:04:20,050
in call centers that
have these issues?

1758
01:04:20,050 --> 01:04:21,425
I don't think
you're going to get

1759
01:04:21,425 --> 01:04:23,566
a whole lot of good responses.

1760
01:04:23,566 --> 01:04:24,490
AUDIENCE: Outsource.

1761
01:04:24,490 --> 01:04:26,026
PROFESSOR: Outsource what?

1762
01:04:26,026 --> 01:04:27,417
AUDIENCE: The people answering--

1763
01:04:27,417 --> 01:04:29,000
PROFESSOR: How would
you learn though?

1764
01:04:29,000 --> 01:04:31,647
How would you research this?

1765
01:04:31,647 --> 01:04:32,730
Have a consulting economy.

1766
01:04:32,730 --> 01:04:33,997
What would they do?

1767
01:04:33,997 --> 01:04:35,663
AUDIENCE: They would
go out and probably

1768
01:04:35,663 --> 01:04:38,670
talk to other people who have
done similar things in order

1769
01:04:38,670 --> 01:04:39,170
to--?

1770
01:04:39,170 --> 01:04:39,310
PROFESSOR: Yes.

1771
01:04:39,310 --> 01:04:40,830
They could talk to other people
who had similar problems,

1772
01:04:40,830 --> 01:04:42,454
but what about this
one particular call

1773
01:04:42,454 --> 01:04:45,866
center for satellite
TV, located in Denver?

1774
01:04:45,866 --> 01:04:47,570
AUDIENCE: Look at its budget.

1775
01:04:47,570 --> 01:04:48,210
PROFESSOR: Look it's budget.

1776
01:04:48,210 --> 01:04:49,634
What would you learn
from the budget?

1777
01:04:49,634 --> 01:04:51,610
AUDIENCE: Seeing where
the most money is going?

1778
01:04:51,610 --> 01:04:53,030
PROFESSOR: Well, we
know that a lot of money

1779
01:04:53,030 --> 01:04:53,760
is going to this thing.

1780
01:04:53,760 --> 01:04:55,410
How do we have them save money
on this one particular part

1781
01:04:55,410 --> 01:04:56,423
of the call center?

1782
01:04:56,423 --> 01:04:58,006
AUDIENCE: Reduce the
number of workers

1783
01:04:58,006 --> 01:04:59,530
by having an automatic system.

1784
01:04:59,530 --> 01:05:00,470
PROFESSOR: Reduce
the number of workers

1785
01:05:00,470 --> 01:05:02,470
by having an automatic
system, but how would you

1786
01:05:02,470 --> 01:05:04,457
know what the automatic
system should be doing?

1787
01:05:04,457 --> 01:05:06,040
AUDIENCE: Look at
what the workers do.

1788
01:05:06,040 --> 01:05:07,665
PROFESSOR: Look at
what the workers do.

1789
01:05:07,665 --> 01:05:08,476
By what method?

1790
01:05:08,476 --> 01:05:08,960
AUDIENCE: Watch them.

1791
01:05:08,960 --> 01:05:09,876
PROFESSOR: Watch them.

1792
01:05:09,876 --> 01:05:10,800
Absolutely.

1793
01:05:10,800 --> 01:05:13,790
Actually sit down there
and watch the workers.

1794
01:05:13,790 --> 01:05:14,445
2015.

1795
01:05:14,445 --> 01:05:16,820
The decision to develop an
extremely new type of consumer

1796
01:05:16,820 --> 01:05:19,540
product, like when people had
to develop the iPad before they

1797
01:05:19,540 --> 01:05:20,340
developed the iPad.

1798
01:05:20,340 --> 01:05:23,219
What would you do?

1799
01:05:23,219 --> 01:05:24,260
AUDIENCE: Talk to people.

1800
01:05:24,260 --> 01:05:28,285
PROFESSOR: Talk to people
and ask them what they want?

1801
01:05:28,285 --> 01:05:29,390
What would you ask them?

1802
01:05:29,390 --> 01:05:31,030
What would you ask
people to figure out

1803
01:05:31,030 --> 01:05:33,000
that brand new product that's
different than anything

1804
01:05:33,000 --> 01:05:33,660
ever before it.

1805
01:05:33,660 --> 01:05:34,522
AUDIENCE: You talk
about what they actually

1806
01:05:34,522 --> 01:05:36,410
want like why they use iPads.

1807
01:05:36,410 --> 01:05:40,515
Maybe they want something easy
in front of them to touch.

1808
01:05:40,515 --> 01:05:41,140
PROFESSOR: Yes.

1809
01:05:41,140 --> 01:05:42,610
So to get the
underlying mechanisms.

1810
01:05:42,610 --> 01:05:43,109
Yes.

1811
01:05:43,109 --> 01:05:47,060
So we have expert education
here, as he said, correctly.

1812
01:05:47,060 --> 01:05:49,420
Historical and cultural
explanations, as you

1813
01:05:49,420 --> 01:05:50,490
said correctly.

1814
01:05:50,490 --> 01:05:51,937
Ethnographic
research, as she said

1815
01:05:51,937 --> 01:05:54,270
about observing someone
actually performing these tasks.

1816
01:05:54,270 --> 01:05:55,853
This is how the
Swiffer was developed.

1817
01:05:55,853 --> 01:06:00,200
They had people with cameras
watching people clean and mop

1818
01:06:00,200 --> 01:06:00,924
their floors.

1819
01:06:00,924 --> 01:06:03,090
And they thought, oh wait,
they do all these things.

1820
01:06:03,090 --> 01:06:04,340
The water gets dirty
and all this stuff.

1821
01:06:04,340 --> 01:06:05,839
And they could
develop these ideas--

1822
01:06:05,839 --> 01:06:07,690
the wet Swiffer and
the dry Swiffer.

1823
01:06:07,690 --> 01:06:09,020
Here, direct observation.

1824
01:06:09,020 --> 01:06:10,910
Sit there and listen
to those calls coming

1825
01:06:10,910 --> 01:06:13,740
into the call
center, which I did.

1826
01:06:13,740 --> 01:06:16,510
And I heard them say things.

1827
01:06:16,510 --> 01:06:17,802
I sat down next to this person.

1828
01:06:17,802 --> 01:06:19,843
You know when they say
the calls may be monitored

1829
01:06:19,843 --> 01:06:21,680
for quality control
or quality assurance?

1830
01:06:21,680 --> 01:06:24,190
Well, that was me
sitting next to her,

1831
01:06:24,190 --> 01:06:25,810
jacked into the same box.

1832
01:06:25,810 --> 01:06:27,768
And I said, I'm just
going to hear what you do.

1833
01:06:27,768 --> 01:06:28,700
First call comes in.

1834
01:06:28,700 --> 01:06:33,960
I've got a problem
with my TV thing.

1835
01:06:33,960 --> 01:06:35,940
I can't get this
station and she'd

1836
01:06:35,940 --> 01:06:37,190
have a very interesting thing.

1837
01:06:37,190 --> 01:06:37,800
Did you diagnose it?

1838
01:06:37,800 --> 01:06:38,420
She'd work with them.

1839
01:06:38,420 --> 01:06:39,760
20 minutes later, it'd be done.

1840
01:06:39,760 --> 01:06:40,990
The next call would come in.

1841
01:06:40,990 --> 01:06:42,590
I've got this black screen.

1842
01:06:42,590 --> 01:06:44,830
She's like, oh,
we'll, can you go in

1843
01:06:44,830 --> 01:06:46,250
and unplug it and
plug it back in.

1844
01:06:46,250 --> 01:06:47,881
Sure.

1845
01:06:47,881 --> 01:06:49,160
Hey, it's working now.

1846
01:06:49,160 --> 01:06:50,240
Great.

1847
01:06:50,240 --> 01:06:51,460
Next call comes in.

1848
01:06:51,460 --> 01:06:53,637
I've got this really
strange problem.

1849
01:06:53,637 --> 01:06:56,220
I was getting these channels but
now I'm not getting anything.

1850
01:06:56,220 --> 01:06:58,220
She'd diagnose it and
send it a restart signal.

1851
01:06:58,220 --> 01:06:58,830
It would work.

1852
01:06:58,830 --> 01:06:59,996
The next call would come in.

1853
01:06:59,996 --> 01:07:01,700
I've got this snowy screen.

1854
01:07:01,700 --> 01:07:03,300
She'd say, can you unplug it.

1855
01:07:03,300 --> 01:07:03,827
Yes.

1856
01:07:03,827 --> 01:07:04,660
And plug it back in.

1857
01:07:04,660 --> 01:07:05,322
Yes.

1858
01:07:05,322 --> 01:07:06,030
How's it working?

1859
01:07:06,030 --> 01:07:06,710
Works great.

1860
01:07:06,710 --> 01:07:08,590
Perfect.

1861
01:07:08,590 --> 01:07:10,150
Every other call.

1862
01:07:10,150 --> 01:07:11,500
Every other call.

1863
01:07:11,500 --> 01:07:12,060
Black screen.

1864
01:07:12,060 --> 01:07:12,715
Snowy screen.

1865
01:07:12,715 --> 01:07:13,020
Black screen.

1866
01:07:13,020 --> 01:07:13,520
Snowy screen.

1867
01:07:13,520 --> 01:07:13,950
Unplug it.

1868
01:07:13,950 --> 01:07:14,670
Plug it back in.

1869
01:07:14,670 --> 01:07:16,605
Resolved.

1870
01:07:16,605 --> 01:07:17,480
What's going on here.

1871
01:07:17,480 --> 01:07:20,620
I said, how do you know
that's the problem.

1872
01:07:20,620 --> 01:07:23,500
Oh, because the installers
say don't turn off the box.

1873
01:07:23,500 --> 01:07:24,916
They'd say you
don't have to worry

1874
01:07:24,916 --> 01:07:27,024
about turning off the box.

1875
01:07:27,024 --> 01:07:29,440
Turns out if you don't turn
off the box every week or two,

1876
01:07:29,440 --> 01:07:30,980
eventually it will
want an update,

1877
01:07:30,980 --> 01:07:34,690
not get it, and produce
a black or snowy screen.

1878
01:07:34,690 --> 01:07:36,627
And so she knew to do that.

1879
01:07:36,627 --> 01:07:38,210
They were given
incorrect instructions

1880
01:07:38,210 --> 01:07:40,557
by the people who
installed the box.

1881
01:07:40,557 --> 01:07:42,140
And she gave them
better instructions.

1882
01:07:42,140 --> 01:07:43,386
Well, kind of better.

1883
01:07:43,386 --> 01:07:45,510
The better instructions
we're actually, by the way,

1884
01:07:45,510 --> 01:07:47,620
you'll have to do
this periodically,

1885
01:07:47,620 --> 01:07:50,650
even if the installer told
you you didn't have to do.

1886
01:07:50,650 --> 01:07:53,340
So here by observing
that, we figured out

1887
01:07:53,340 --> 01:07:56,880
that 30% of the calls to this
particular part of the call

1888
01:07:56,880 --> 01:08:00,270
center were for a
black or snowy screen.

1889
01:08:00,270 --> 01:08:03,181
Automation was introduced,
as you said-- who was it?

1890
01:08:03,181 --> 01:08:03,680
Yes.

1891
01:08:03,680 --> 01:08:04,380
Correctly.

1892
01:08:04,380 --> 01:08:06,380
Automation was introduced
to solve this problem.

1893
01:08:06,380 --> 01:08:09,285
The first question was, are you
experiencing a black or snowy

1894
01:08:09,285 --> 01:08:10,314
screen.

1895
01:08:10,314 --> 01:08:10,991
No.

1896
01:08:10,991 --> 01:08:11,490
All right.

1897
01:08:11,490 --> 01:08:14,030
Let me give-- Yes.

1898
01:08:14,030 --> 01:08:14,624
Great.

1899
01:08:14,624 --> 01:08:17,040
Unplug it and plug it back in
and let's see if that helps.

1900
01:08:17,040 --> 01:08:17,956
I'll stay on the line.

1901
01:08:17,956 --> 01:08:19,810
When you're ready,
just say I'm ready.

1902
01:08:19,810 --> 01:08:20,960
And people would do that.

1903
01:08:20,960 --> 01:08:21,950
They'd say I'm ready.

1904
01:08:21,950 --> 01:08:22,090
Great.

1905
01:08:22,090 --> 01:08:22,979
Did that solve the problem?

1906
01:08:22,979 --> 01:08:23,550
Yes.

1907
01:08:23,550 --> 01:08:24,630
Alright.

1908
01:08:24,630 --> 01:08:26,840
You need to turn this
off, periodically,

1909
01:08:26,840 --> 01:08:28,507
like once a week or two.

1910
01:08:28,507 --> 01:08:30,090
otherwise you'll get
the same problem,

1911
01:08:30,090 --> 01:08:33,080
even if the installer told
you you didn't have to.

1912
01:08:33,080 --> 01:08:34,990
So that's how you
solve a problem.

1913
01:08:34,990 --> 01:08:36,810
Observation.

1914
01:08:36,810 --> 01:08:37,736
This is the hard one.

1915
01:08:37,736 --> 01:08:39,569
And this is exactly
what you're alluding to.

1916
01:08:39,569 --> 01:08:41,200
A deep understanding of humans.

1917
01:08:41,200 --> 01:08:41,850
What they want.

1918
01:08:41,850 --> 01:08:43,819
What their real desires
are-- technology, culture,

1919
01:08:43,819 --> 01:08:46,390
manufacturing, philosophy, art,
design, and everything else.

1920
01:08:46,390 --> 01:08:48,515
When you want something
really radically innovative

1921
01:08:48,515 --> 01:08:50,270
you need to understand
a lot about a lot.

1922
01:08:50,270 --> 01:08:52,394
And while you're in school,
you have an opportunity

1923
01:08:52,394 --> 01:08:54,399
to learn a lot about the a lot.

1924
01:08:54,399 --> 01:08:56,060
So take advantage of doing that.

1925
01:08:56,060 --> 01:09:01,060
Steve Jobs sat in on
a calligraphy class.

1926
01:09:01,060 --> 01:09:04,010
And that's why the first
Macintoshes had fonts.

1927
01:09:04,010 --> 01:09:06,100
Before, there were no
fonts in computers.

1928
01:09:06,100 --> 01:09:07,010
But he didn't have
this experience

1929
01:09:07,010 --> 01:09:09,250
of what a font can do and
change meaning of something

1930
01:09:09,250 --> 01:09:11,775
and he wanted that in that
first Macintosh computer because

1931
01:09:11,775 --> 01:09:15,670
of the experiences of sitting
in on a calligraphy class.

1932
01:09:15,670 --> 01:09:16,750
Have more experiences.

1933
01:09:16,750 --> 01:09:20,580
Understand everything about
culture, technology, art,

1934
01:09:20,580 --> 01:09:22,399
design, philosophy.

1935
01:09:22,399 --> 01:09:23,930
It'll make you
better at designing

1936
01:09:23,930 --> 01:09:25,214
very technical systems.

1937
01:09:28,520 --> 01:09:31,330
Any questions about that?

1938
01:09:31,330 --> 01:09:34,606
AUDIENCE: I would actually
disagree with that last point.

1939
01:09:34,606 --> 01:09:36,625
You get more innovation
by just trying 100 ideas

1940
01:09:36,625 --> 01:09:37,711
and seeing what sticks.

1941
01:09:37,711 --> 01:09:39,710
PROFESSOR: You think you
can get more innovation

1942
01:09:39,710 --> 01:09:41,729
by trying 100 ideas
and seeing what sticks?

1943
01:09:41,729 --> 01:09:43,812
AUDIENCE: Yeah. [INAUDIBLE]
that make great things

1944
01:09:43,812 --> 01:09:45,729
and have no idea
what they're doing.

1945
01:09:45,729 --> 01:09:46,790
PROFESSOR: You think
people who make

1946
01:09:46,790 --> 01:09:48,664
great things have no
idea what they're doing?

1947
01:09:48,664 --> 01:09:51,417
AUDIENCE: In some cases, yeah.

1948
01:09:51,417 --> 01:09:53,125
PROFESSOR: Can you
give me some examples?

1949
01:09:53,125 --> 01:09:54,124
AUDIENCE: Some examples.

1950
01:09:54,124 --> 01:09:55,791
If you think of a
product like Facebook.

1951
01:09:55,791 --> 01:09:56,624
PROFESSOR: Facebook.

1952
01:09:56,624 --> 01:09:58,340
He had no idea
what he was doing?

1953
01:09:58,340 --> 01:10:00,173
AUDIENCE: Yeah, he was
doing something cool.

1954
01:10:00,173 --> 01:10:02,630
Ended up making a lot of
money later on by [INAUDIBLE].

1955
01:10:02,630 --> 01:10:03,060
PROFESSOR: Making money.

1956
01:10:03,060 --> 01:10:03,900
But that wasn't the objective.

1957
01:10:03,900 --> 01:10:05,775
The objective was to
make something cool.

1958
01:10:05,775 --> 01:10:07,185
AUDIENCE: [INAUDIBLE].

1959
01:10:07,185 --> 01:10:09,310
PROFESSOR: But he didn't
try 100 different designs.

1960
01:10:09,310 --> 01:10:09,885
Did he?

1961
01:10:09,885 --> 01:10:12,872
He didn't just try a 100
designs and see what stuck.

1962
01:10:12,872 --> 01:10:15,040
AUDIENCE: They updated
code twice a day.

1963
01:10:15,040 --> 01:10:17,165
PROFESSOR: That's not trying
100 different designs.

1964
01:10:17,165 --> 01:10:19,270
Facebook has maintained--
its core origin,

1965
01:10:19,270 --> 01:10:20,810
at the very beginning,
was a rating.

1966
01:10:20,810 --> 01:10:21,310
Hot or not.

1967
01:10:21,310 --> 01:10:21,640
Right?

1968
01:10:21,640 --> 01:10:22,630
So like, hot or not.

1969
01:10:22,630 --> 01:10:23,992
You would just rate people.

1970
01:10:23,992 --> 01:10:25,700
Then you started being
able to post more.

1971
01:10:25,700 --> 01:10:27,340
And it involved.

1972
01:10:27,340 --> 01:10:29,510
And when it evolved to
a certain point, then

1973
01:10:29,510 --> 01:10:32,040
it became particularly big.

1974
01:10:32,040 --> 01:10:33,800
But it wasn't that
they tried 100 designs.

1975
01:10:33,800 --> 01:10:36,466
No one sat there and said, let's
observe 100 different things we

1976
01:10:36,466 --> 01:10:39,720
could be doing for Facebook
and say, let's see what sticks.

1977
01:10:39,720 --> 01:10:41,600
People don't often do that.

1978
01:10:41,600 --> 01:10:43,250
It's also very
costly and expensive

1979
01:10:43,250 --> 01:10:44,770
to try 100 different designs.

1980
01:10:44,770 --> 01:10:47,270
AUDIENCE: If you look at how
they do agent testing everyday?

1981
01:10:47,270 --> 01:10:47,895
PROFESSOR: Yes.

1982
01:10:47,895 --> 01:10:49,470
But that's making
small decisions.

1983
01:10:49,470 --> 01:10:51,150
But not radically
different things.

1984
01:10:51,150 --> 01:10:55,080
We're talking about technology
that's never been seen before.

1985
01:10:55,080 --> 01:10:56,800
A completely new type
of user experience.

1986
01:10:56,800 --> 01:10:59,060
Something that's never
been tried before.

1987
01:10:59,060 --> 01:11:00,330
Derivative things, absolutely.

1988
01:11:00,330 --> 01:11:01,570
You can do ABN testing.

1989
01:11:01,570 --> 01:11:04,200
You can test 100,000
variations in an hour

1990
01:11:04,200 --> 01:11:06,120
and see which ones
people used and which

1991
01:11:06,120 --> 01:11:07,890
ones they took longer to use.

1992
01:11:07,890 --> 01:11:09,544
But that's for small changes.

1993
01:11:09,544 --> 01:11:11,960
Not when you're doing something
completely radical and new

1994
01:11:11,960 --> 01:11:13,585
and very different
and very innovative.

1995
01:11:16,376 --> 01:11:18,792
AUDIENCE: I just wanted to
support his point a little bit.

1996
01:11:18,792 --> 01:11:21,768
I don't think that
anyone who designs

1997
01:11:21,768 --> 01:11:25,736
these really good products
sits down one day and realizes,

1998
01:11:25,736 --> 01:11:28,712
given everything I know about
art, technology, society, etc,

1999
01:11:28,712 --> 01:11:30,106
this is how it should be.

2000
01:11:30,106 --> 01:11:31,355
PROFESSOR: You don't think so?

2001
01:11:31,355 --> 01:11:32,450
AUDIENCE: No, I don't.

2002
01:11:32,450 --> 01:11:33,570
PROFESSOR: If you were
to design something,

2003
01:11:33,570 --> 01:11:35,992
you wouldn't think that it
was the amalgam of everything

2004
01:11:35,992 --> 01:11:37,450
you've learned in
your life so far?

2005
01:11:37,450 --> 01:11:38,222
AUDIENCE: No, no.

2006
01:11:38,222 --> 01:11:41,122
It wouldn't just come at once.

2007
01:11:41,122 --> 01:11:42,580
PROFESSOR: It may
not come at once.

2008
01:11:42,580 --> 01:11:44,121
AUDIENCE: Unlike
the other examples--

2009
01:11:44,121 --> 01:11:47,390
in the other examples, you
narrowed down the [INAUDIBLE]

2010
01:11:47,390 --> 01:11:49,285
because you realized
this causes this.

2011
01:11:49,285 --> 01:11:50,160
PROFESSOR: Oh, right.

2012
01:11:50,160 --> 01:11:51,201
It is not a good example.

2013
01:11:51,201 --> 01:11:51,860
Exactly.

2014
01:11:51,860 --> 01:11:52,580
That is true.

2015
01:11:52,580 --> 01:11:54,234
But it is the
synthesis of everything

2016
01:11:54,234 --> 01:11:55,150
you've learned so far.

2017
01:11:55,150 --> 01:11:55,480
Right?

2018
01:11:55,480 --> 01:11:56,146
AUDIENCE: Right.

2019
01:11:56,146 --> 01:12:00,480
But the process of getting
to the design that you get to

2020
01:12:00,480 --> 01:12:01,459
is a meandering.

2021
01:12:01,459 --> 01:12:02,250
PROFESSOR: Oh, yes.

2022
01:12:02,250 --> 01:12:03,550
You may take a long time
to get to that design.

2023
01:12:03,550 --> 01:12:04,000
Absolutely.

2024
01:12:04,000 --> 01:12:04,490
Yes.

2025
01:12:04,490 --> 01:12:06,073
But it is the idea
that, if you-- I'll

2026
01:12:06,073 --> 01:12:07,290
bring this slide up again.

2027
01:12:10,720 --> 01:12:13,429
If you don't have a deep
understanding of people,

2028
01:12:13,429 --> 01:12:15,720
you're not going to design
things really well for them.

2029
01:12:15,720 --> 01:12:17,490
If you don't understand
how the technology works,

2030
01:12:17,490 --> 01:12:19,573
you won't be able to make
something that's useful,

2031
01:12:19,573 --> 01:12:21,450
that people enjoy
interacting with that

2032
01:12:21,450 --> 01:12:22,910
takes advantage
of the technology.

2033
01:12:22,910 --> 01:12:24,390
If you don't understand
about the culture

2034
01:12:24,390 --> 01:12:25,630
it may be the wrong
time to introduce it

2035
01:12:25,630 --> 01:12:26,421
to a certain place.

2036
01:12:26,421 --> 01:12:30,180
If the iPad was launched in a
poor country where they could

2037
01:12:30,180 --> 01:12:32,461
never afford it, then it
may not be very popular.

2038
01:12:32,461 --> 01:12:34,460
Or a place where there
wasn't internet reception

2039
01:12:34,460 --> 01:12:35,129
for some reason.

2040
01:12:35,129 --> 01:12:37,670
Or if you don't understand about
how to manufacture something

2041
01:12:37,670 --> 01:12:39,760
like that, then it
gets very clunky.

2042
01:12:39,760 --> 01:12:41,790
If you don't understand
about art or design,

2043
01:12:41,790 --> 01:12:44,300
how do you make something
that's aesthetically pleasing

2044
01:12:44,300 --> 01:12:45,214
and sustainable?

2045
01:12:45,214 --> 01:12:46,880
So that's why the
idea is to synthesize.

2046
01:12:46,880 --> 01:12:47,580
And yes.

2047
01:12:47,580 --> 01:12:49,620
It takes a long
time to get there.

2048
01:12:49,620 --> 01:12:52,275
That's why creativity gets
better as you get older.

2049
01:12:52,275 --> 01:12:55,660
The older you get, the
more creative you will get.

2050
01:12:55,660 --> 01:12:57,160
You don't get worse
with creativity.

2051
01:12:57,160 --> 01:12:58,617
It gets better.

2052
01:12:58,617 --> 01:13:00,450
Because you know more
and you have more life

2053
01:13:00,450 --> 01:13:03,930
experiences that
you can synthesize.

2054
01:13:03,930 --> 01:13:05,030
Other questions?

2055
01:13:05,030 --> 01:13:07,012
Or comments?

2056
01:13:07,012 --> 01:13:08,428
AUDIENCE: I feel
like it goes back

2057
01:13:08,428 --> 01:13:11,055
to the conversation we
had about intention.

2058
01:13:11,055 --> 01:13:11,930
PROFESSOR: Intention.

2059
01:13:11,930 --> 01:13:13,620
The idea of intention.

2060
01:13:13,620 --> 01:13:15,860
AUDIENCE: -and what
you intended it to do.

2061
01:13:15,860 --> 01:13:19,635
I feel like it does require
the deep understanding

2062
01:13:19,635 --> 01:13:22,970
of certain things depending
on what your design is.

2063
01:13:22,970 --> 01:13:25,155
But it's like what
you said, it can

2064
01:13:25,155 --> 01:13:27,270
evolve into different
things and that

2065
01:13:27,270 --> 01:13:32,895
might mean you will look for
more understanding of humans

2066
01:13:32,895 --> 01:13:36,830
and manufacturing maybe later on
depending on where the design--

2067
01:13:36,830 --> 01:13:38,520
PROFESSOR: So you'll
keep evolving that.

2068
01:13:38,520 --> 01:13:39,020
Absolutely.

2069
01:13:39,020 --> 01:13:40,895
You will definitely keep
evolving your ideas.

2070
01:13:40,895 --> 01:13:42,190
Joel.

2071
01:13:42,190 --> 01:13:44,315
PROFESSOR JOEL SCHINDALL:
Just to add a little bit,

2072
01:13:44,315 --> 01:13:47,690
I hope you're not falling
into the school idea

2073
01:13:47,690 --> 01:13:51,940
that these questions have
right and wrong answers.

2074
01:13:51,940 --> 01:13:53,940
These are thought provoking.

2075
01:13:53,940 --> 01:13:56,350
They're to get you
thinking about things.

2076
01:13:56,350 --> 01:13:59,080
They're to challenge
your assumptions.

2077
01:13:59,080 --> 01:14:02,120
Some of them are
absolutely ridiculous.

2078
01:14:02,120 --> 01:14:05,280
But without looking at
that, it doesn't give you

2079
01:14:05,280 --> 01:14:08,360
the perspective that
you're getting at.

2080
01:14:08,360 --> 01:14:10,862
I think you've probably done
this in other sorts of classes

2081
01:14:10,862 --> 01:14:12,570
but it's a different
type of perspective.

2082
01:14:12,570 --> 01:14:14,750
And to get the most
value out of it

2083
01:14:14,750 --> 01:14:17,750
you need to set aside--
by the way, the people who

2084
01:14:17,750 --> 01:14:20,420
are answering, I also want
to really hand it to you.

2085
01:14:20,420 --> 01:14:22,170
Put yourself out there.

2086
01:14:22,170 --> 01:14:24,891
Throw it out even if it's--
there are not right and wrong

2087
01:14:24,891 --> 01:14:25,390
answers.

2088
01:14:25,390 --> 01:14:28,260
We need illustrations
of the wrong answers--

2089
01:14:28,260 --> 01:14:31,850
we need illustrations
of the wide range

2090
01:14:31,850 --> 01:14:34,990
that people come up
with answers about.

2091
01:14:34,990 --> 01:14:37,210
I think if you're sitting
here in this class,

2092
01:14:37,210 --> 01:14:40,780
the answers that other
people are giving

2093
01:14:40,780 --> 01:14:44,820
are a demonstration of the
wide range of reactions

2094
01:14:44,820 --> 01:14:47,449
that people have to the same
stimuli that you receive.

2095
01:14:47,449 --> 01:14:49,740
And you'll receive a stimulus
and you'll say, oh, yeah,

2096
01:14:49,740 --> 01:14:50,760
of course that's true.

2097
01:14:50,760 --> 01:14:53,380
And someone else is going
to say, I object violently.

2098
01:14:53,380 --> 01:14:55,990
Now that's worth knowing
because that person's

2099
01:14:55,990 --> 01:14:57,780
giving an honest reaction.

2100
01:14:57,780 --> 01:14:59,360
PROFESSOR: The
whole point of this

2101
01:14:59,360 --> 01:15:01,477
is to provoke your thinking.

2102
01:15:01,477 --> 01:15:02,935
To make you think
deeper about this

2103
01:15:02,935 --> 01:15:04,600
and to set the
stage for what you

2104
01:15:04,600 --> 01:15:06,660
will be doing over the
course of the semester.

2105
01:15:06,660 --> 01:15:09,059
It is meant to
challenge the ideas.

2106
01:15:09,059 --> 01:15:11,350
We ask a lot of questions
about Dieter Rams' principles

2107
01:15:11,350 --> 01:15:13,980
and you'll be
reflecting on that.

2108
01:15:13,980 --> 01:15:15,281
But these are ideas.

2109
01:15:15,281 --> 01:15:17,530
And they're not meant to say
this is an equation where

2110
01:15:17,530 --> 01:15:20,010
when you put something in you
get something out like this.

2111
01:15:20,010 --> 01:15:22,160
It's not deterministic that way.

2112
01:15:22,160 --> 01:15:24,560
Design is a very, very
complicated thing.

2113
01:15:24,560 --> 01:15:26,810
That's why we talk about it
for many different aspects

2114
01:15:26,810 --> 01:15:29,680
and different approaches to
get you to think differently.

2115
01:15:29,680 --> 01:15:32,880
Because you'll be able to
soon become much better at it

2116
01:15:32,880 --> 01:15:34,662
through that process.

2117
01:15:34,662 --> 01:15:38,316
AUDIENCE: So I know that 2.009
is a very artificial setting

2118
01:15:38,316 --> 01:15:39,816
because you're given
a theme and you

2119
01:15:39,816 --> 01:15:42,027
have to design a product
based on that theme.

2120
01:15:42,027 --> 01:15:45,960
But how do you think 2.009
and that process fits with--

2121
01:15:45,960 --> 01:15:48,620
PROFESSOR: I don't know
a whole lot about 2.009.

2122
01:15:48,620 --> 01:15:50,120
You said it's an
artificial setting.

2123
01:15:50,120 --> 01:15:51,840
It's not that artificial.

2124
01:15:51,840 --> 01:15:55,550
There are companies that have
innovation labs where they say,

2125
01:15:55,550 --> 01:15:58,249
we do something with our
product in this space.

2126
01:15:58,249 --> 01:15:59,790
Can you do something
with our product

2127
01:15:59,790 --> 01:16:01,890
that takes advantage
of it somehow?

2128
01:16:01,890 --> 01:16:04,160
And people have to figure
out, OK, what do I have.

2129
01:16:04,160 --> 01:16:05,240
What are the resources?

2130
01:16:05,240 --> 01:16:06,699
How much time do
I have to do this?

2131
01:16:06,699 --> 01:16:08,198
Do I have an infinite
amount of time

2132
01:16:08,198 --> 01:16:09,460
or a limited amount of time?

2133
01:16:09,460 --> 01:16:11,899
And they do that same process,
just like you do in 2.009.

2134
01:16:11,899 --> 01:16:14,440
PROFESSOR JOEL SCHINDALL: Blade,
let me comment on that also.

2135
01:16:14,440 --> 01:16:17,020
Design takes place
at many, many levels.

2136
01:16:17,020 --> 01:16:20,120
And sometimes, you just
have a group of flowers

2137
01:16:20,120 --> 01:16:22,170
and you're trying to
make a floral design

2138
01:16:22,170 --> 01:16:24,270
and you're very restricted
in what you can do,

2139
01:16:24,270 --> 01:16:26,439
but there is a methodology,
there are rules.

2140
01:16:26,439 --> 01:16:27,980
You can put the big
flowers-- I don't

2141
01:16:27,980 --> 01:16:29,729
know how to do a good
one, so I better not

2142
01:16:29,729 --> 01:16:31,155
give you examples of that.

2143
01:16:31,155 --> 01:16:32,780
And on the other
hand, sometimes you're

2144
01:16:32,780 --> 01:16:38,270
trying to do either a very
complex technical system

2145
01:16:38,270 --> 01:16:41,170
or perhaps a complicated
political process.

2146
01:16:41,170 --> 01:16:44,432
People design press briefings
for presidential candidates.

2147
01:16:44,432 --> 01:16:45,140
It seems amazing.

2148
01:16:45,140 --> 01:16:46,660
It seems they're
so bad it doesn't

2149
01:16:46,660 --> 01:16:48,520
seem as if it could be designed.

2150
01:16:48,520 --> 01:16:50,990
But it actually
is very carefully

2151
01:16:50,990 --> 01:16:53,160
researched and designed.

2152
01:16:53,160 --> 01:16:56,190
Now 2.009 places itself
kind of in the middle

2153
01:16:56,190 --> 01:16:57,310
of the design space.

2154
01:16:57,310 --> 01:17:00,840
It's more creative
than just figuring out

2155
01:17:00,840 --> 01:17:03,160
how to assemble an erector set.

2156
01:17:03,160 --> 01:17:06,460
And it does encourage you to
do some innovative thinking,

2157
01:17:06,460 --> 01:17:11,380
but not as much-- we're trying
to go even one level higher

2158
01:17:11,380 --> 01:17:13,570
and something that will
apply to everything you do

2159
01:17:13,570 --> 01:17:15,790
and just, what we
call, design thinking.

2160
01:17:15,790 --> 01:17:19,200
And it will help you
in 2.009, but it's not

2161
01:17:19,200 --> 01:17:21,910
as specifically
applied to-- 2.009

2162
01:17:21,910 --> 01:17:23,950
is a mechanical engineering
course for people

2163
01:17:23,950 --> 01:17:26,940
who intend to grow up and
design mechanical things.

2164
01:17:26,940 --> 01:17:29,560
And so it focuses on that.

2165
01:17:29,560 --> 01:17:34,140
This is more for people who
intend to deal with life issues

2166
01:17:34,140 --> 01:17:35,470
and come up with answers.

2167
01:17:35,470 --> 01:17:37,969
PROFESSOR: Whenever you have
to do anything-- in my software

2168
01:17:37,969 --> 01:17:39,369
company, I apply
these principles

2169
01:17:39,369 --> 01:17:41,410
to everything we do-- the
ones I'm teaching you--

2170
01:17:41,410 --> 01:17:44,880
to every aspect of it,
whether it's to hiring,

2171
01:17:44,880 --> 01:17:47,760
to bring people on board, to
figure out what they're going

2172
01:17:47,760 --> 01:17:50,310
to be doing the next week,
how we're going to communicate

2173
01:17:50,310 --> 01:17:52,960
internally, how we're going
to communicate externally,

2174
01:17:52,960 --> 01:17:56,220
which brings us to stakeholders.

2175
01:17:56,220 --> 01:17:56,720
Cul Bono.

2176
01:17:56,720 --> 01:17:57,900
What does it mean?

2177
01:17:57,900 --> 01:17:59,860
Anyone know?

2178
01:17:59,860 --> 01:18:00,820
Who benefits?

2179
01:18:00,820 --> 01:18:01,970
Who benefits?

2180
01:18:01,970 --> 01:18:03,840
So stakeholder.

2181
01:18:03,840 --> 01:18:06,100
Well the definition I get
off the internet-- a person

2182
01:18:06,100 --> 01:18:08,620
or group that has an investment
share interest in something.

2183
01:18:08,620 --> 01:18:10,620
We talk about stakeholders
for your education--

2184
01:18:10,620 --> 01:18:12,405
you or your family,
teachers, school.

2185
01:18:12,405 --> 01:18:14,530
Who else could be a
stakeholder for your education?

2186
01:18:14,530 --> 01:18:15,669
AUDIENCE: The community.

2187
01:18:15,669 --> 01:18:16,710
PROFESSOR: The community.

2188
01:18:16,710 --> 01:18:19,080
What community?

2189
01:18:19,080 --> 01:18:21,657
AUDIENCE: The one that you
would benefit if you go--

2190
01:18:21,657 --> 01:18:23,240
PROFESSOR: The
community that benefits

2191
01:18:23,240 --> 01:18:24,731
when you go and do something.

2192
01:18:24,731 --> 01:18:25,230
What else?

2193
01:18:25,230 --> 01:18:26,136
AUDIENCE: Your employers.

2194
01:18:26,136 --> 01:18:27,240
PROFESSOR: The employers.

2195
01:18:27,240 --> 01:18:27,965
Yes.

2196
01:18:27,965 --> 01:18:30,001
And actually
potential employers.

2197
01:18:30,001 --> 01:18:30,500
Who else?

2198
01:18:30,500 --> 01:18:31,570
AUDIENCE: The clients.

2199
01:18:31,570 --> 01:18:33,421
PROFESSOR: Clients.

2200
01:18:33,421 --> 01:18:35,670
When you're working at the
employer you have a client.

2201
01:18:35,670 --> 01:18:38,160
Yes.

2202
01:18:38,160 --> 01:18:40,702
AUDIENCE: I think the government
or the president in general.

2203
01:18:40,702 --> 01:18:42,784
PROFESSOR: The government
or the president, or you

2204
01:18:42,784 --> 01:18:43,830
could say the country.

2205
01:18:43,830 --> 01:18:45,730
The country benefits.

2206
01:18:45,730 --> 01:18:46,320
Absolutely.

2207
01:18:46,320 --> 01:18:47,900
Who else?

2208
01:18:47,900 --> 01:18:49,608
AUDIENCE: I don't know
if school includes

2209
01:18:49,608 --> 01:18:51,314
this, but your classmates.

2210
01:18:51,314 --> 01:18:52,230
PROFESSOR: Classmates.

2211
01:18:52,230 --> 01:18:52,348
Sure.

2212
01:18:52,348 --> 01:18:53,910
Tell me how your
classmates benefit.

2213
01:18:53,910 --> 01:18:55,164
AUDIENCE: The more you
bring to the table,

2214
01:18:55,164 --> 01:18:56,420
the more they're going to gain.

2215
01:18:56,420 --> 01:18:57,086
PROFESSOR: Yeah.

2216
01:18:57,086 --> 01:18:59,760
So when you have a certain
cohort in a business school,

2217
01:18:59,760 --> 01:19:02,210
if there's people with
different experiences,

2218
01:19:02,210 --> 01:19:05,020
they can bring new
ideas and formats.

2219
01:19:05,020 --> 01:19:07,280
That's why we have
discussions like this

2220
01:19:07,280 --> 01:19:08,874
at the beginning
of the lectures.

2221
01:19:08,874 --> 01:19:11,040
You get more benefit because
you hear someone's idea

2222
01:19:11,040 --> 01:19:12,470
that you hadn't thought
about before because they

2223
01:19:12,470 --> 01:19:13,470
bring their perspective.

2224
01:19:16,320 --> 01:19:17,310
Here's a quick sketch.

2225
01:19:17,310 --> 01:19:19,700
Just a quick sketch
of how you might

2226
01:19:19,700 --> 01:19:22,310
go about the process of
writing out the stakeholders.

2227
01:19:22,310 --> 01:19:23,000
Flour Bakery.

2228
01:19:23,000 --> 01:19:24,109
Who knows it?

2229
01:19:24,109 --> 01:19:24,650
A lot of you.

2230
01:19:24,650 --> 01:19:26,990
So this is a great
bakery, very close by.

2231
01:19:26,990 --> 01:19:29,960
And its owner is Joanne
Chang, a friend of mine.

2232
01:19:29,960 --> 01:19:32,454
And Joanne owns a bakery.

2233
01:19:32,454 --> 01:19:34,370
So I'm going to say that
this is in the center

2234
01:19:34,370 --> 01:19:36,900
and this is one of the
primary stakeholders.

2235
01:19:36,900 --> 01:19:40,180
Workers would be another primary
stakeholder of the bakery

2236
01:19:40,180 --> 01:19:44,090
because if the bakery's
selling product they get paid.

2237
01:19:44,090 --> 01:19:47,780
There's a whole bunch of others,
of course, that we can fill in.

2238
01:19:47,780 --> 01:19:52,460
Now we go from a secondary
one to the workers' banks.

2239
01:19:52,460 --> 01:19:53,490
How do they benefit?

2240
01:19:53,490 --> 01:19:55,710
Well, the Flour Bakery
gives the workers money.

2241
01:19:55,710 --> 01:19:58,050
The money goes into the banks.

2242
01:19:58,050 --> 01:19:59,600
So as we go through
that process,

2243
01:19:59,600 --> 01:20:01,936
the bank begins to be able
to get more money into them,

2244
01:20:01,936 --> 01:20:04,185
particularly a local bank,
perhaps, that's being used.

2245
01:20:04,185 --> 01:20:05,560
And what's
interesting about this

2246
01:20:05,560 --> 01:20:07,259
is there's a big
profound effect.

2247
01:20:07,259 --> 01:20:08,800
What we're going to
do is we're going

2248
01:20:08,800 --> 01:20:14,060
to have you do a quick
sketch for Flour Bakery.

2249
01:20:14,060 --> 01:20:18,750
And what I want you to
do is to do that system

2250
01:20:18,750 --> 01:20:20,910
with much more detail,
right now in class.

2251
01:20:23,289 --> 01:20:24,830
And if you need to,
you can use lines

2252
01:20:24,830 --> 01:20:26,350
to clarify what's happening.

2253
01:20:26,350 --> 01:20:28,480
Someone pays someone,
like pay the workers,

2254
01:20:28,480 --> 01:20:31,940
or the bank receives
cash as a result.

2255
01:20:31,940 --> 01:20:35,890
I want you to work
in groups of three.

2256
01:20:35,890 --> 01:20:38,300
If you have paper, please
draw this on paper.

2257
01:20:38,300 --> 01:20:41,510
And then, we'll project
a few on the screen.

2258
01:20:41,510 --> 01:20:44,760
So tidiness doesn't really count
as long as you can explain it.

2259
01:20:44,760 --> 01:20:48,840
And you'll have about
10 minutes to do it.

2260
01:20:48,840 --> 01:20:51,600
You can work with
any people you want.

2261
01:20:51,600 --> 01:20:53,510
By now, the students
are trying to figure out

2262
01:20:53,510 --> 01:20:55,430
how to map out a simple
stakeholder diagram.

2263
01:20:55,430 --> 01:20:59,984
Now this is not a very full
or robust stakeholder diagram.

2264
01:20:59,984 --> 01:21:01,650
It's just meant to
get everyone thinking

2265
01:21:01,650 --> 01:21:04,470
about the system
that's involved.

2266
01:21:04,470 --> 01:21:07,227
In a stakeholder analysis
that's done really well,

2267
01:21:07,227 --> 01:21:09,310
you'd actually phase out
all the different levels.

2268
01:21:09,310 --> 01:21:11,610
You'd think about all the
different stakeholders

2269
01:21:11,610 --> 01:21:14,040
and where they lie in the
spectrum of value, too.

2270
01:21:14,040 --> 01:21:16,650
Here we just want to make
sure that students understand

2271
01:21:16,650 --> 01:21:18,080
the idea that
things are connected

2272
01:21:18,080 --> 01:21:20,890
and that these connections
can seem very distant.

2273
01:21:20,890 --> 01:21:24,200
But if they understand the
connections and the space,

2274
01:21:24,200 --> 01:21:26,267
it can help them make
better decisions later on.

2275
01:21:26,267 --> 01:21:29,190
And we'll be doing that in
the next slides that we show.

2276
01:21:29,190 --> 01:21:32,650
We'll show what the students
have done on the screen.

2277
01:21:32,650 --> 01:21:34,330
So the thing to
look for in this is

2278
01:21:34,330 --> 01:21:36,050
to see if the students
pick up on some

2279
01:21:36,050 --> 01:21:37,630
of the other more
subtle aspects.

2280
01:21:37,630 --> 01:21:40,460
Are they going to think about
things like legal system

2281
01:21:40,460 --> 01:21:44,220
or the accountant
or people like that

2282
01:21:44,220 --> 01:21:47,075
who are direct benefits
and every store

2283
01:21:47,075 --> 01:21:51,064
has to work with their legal
people and their accountants,

2284
01:21:51,064 --> 01:21:53,230
but it doesn't seem like
it often pops in the radar.

2285
01:21:53,230 --> 01:21:54,580
And this is where all
these hidden costs

2286
01:21:54,580 --> 01:21:56,390
occur when someone's
starting a business.

2287
01:21:56,390 --> 01:21:58,110
They think, well, this one's
going to cost this much

2288
01:21:58,110 --> 01:22:00,130
or they're making a product
that's only this expensive,

2289
01:22:00,130 --> 01:22:02,450
but there's everything
else around that ecosystem.

2290
01:22:02,450 --> 01:22:05,830
And let's see if
they pick up on this.

2291
01:22:13,450 --> 01:22:16,475
All right so let's
go over your results.

2292
01:22:21,786 --> 01:22:23,160
Why don't we take
yours to start?

2293
01:22:23,160 --> 01:22:24,035
Does that sound good?

2294
01:22:24,035 --> 01:22:25,440
STUDENT PRESENTER
1: Sounds good.

2295
01:22:25,440 --> 01:22:26,981
PROFESSOR: You can
take care of this.

2296
01:22:30,160 --> 01:22:31,410
Let me know when you're ready.

2297
01:22:44,240 --> 01:22:45,890
So you're going to
have to explain this

2298
01:22:45,890 --> 01:22:49,330
because it's hard to get
the catch of this on here.

2299
01:22:49,330 --> 01:22:50,660
But it's OK.

2300
01:22:50,660 --> 01:22:51,670
Just walk us through it.

2301
01:22:51,670 --> 01:22:54,060
In fact, use the
laser pointer-- this

2302
01:22:54,060 --> 01:22:56,610
is the red button here at
the top-- to point out.

2303
01:22:56,610 --> 01:22:57,902
Tell us what we have over here.

2304
01:22:57,902 --> 01:22:59,568
STUDENT PRESENTER 1:
So immediately, you

2305
01:22:59,568 --> 01:23:02,700
have the owner who benefits
up here and also the employer.

2306
01:23:02,700 --> 01:23:04,384
And so from there,
their banks benefit.

2307
01:23:04,384 --> 01:23:06,050
And that kind of leads
into the economy.

2308
01:23:06,050 --> 01:23:08,216
PROFESSOR: Tell us about
just the first level, right

2309
01:23:08,216 --> 01:23:09,950
around here.
[INTERPOSING VOICES]

2310
01:23:09,950 --> 01:23:11,658
STUDENT PRESENTER 1:
And so the suppliers

2311
01:23:11,658 --> 01:23:15,510
who supply the materials to
Flour, furniture, ingredients,

2312
01:23:15,510 --> 01:23:17,192
and stuff like--
they benefit as well.

2313
01:23:17,192 --> 01:23:19,150
And then down here, you
have neighboring stores

2314
01:23:19,150 --> 01:23:20,884
who benefit from the
popularity of Flour,

2315
01:23:20,884 --> 01:23:21,925
bringing in more traffic.

2316
01:23:21,925 --> 01:23:22,500
PROFESSOR: Neighboring stores.

2317
01:23:22,500 --> 01:23:23,720
Really creative.

2318
01:23:23,720 --> 01:23:26,053
They'll benefit from the fact
that it's a popular place.

2319
01:23:26,053 --> 01:23:26,810
Keep going.

2320
01:23:26,810 --> 01:23:28,010
STUDENT PRESENTER 1:
And so competition here,

2321
01:23:28,010 --> 01:23:29,630
you can extrapolate,
to them being

2322
01:23:29,630 --> 01:23:31,219
driven to produce better goods.

2323
01:23:31,219 --> 01:23:32,510
PROFESSOR: Wow, so competition.

2324
01:23:32,510 --> 01:23:33,140
That's very creative.

2325
01:23:33,140 --> 01:23:33,810
Keep going.

2326
01:23:33,810 --> 01:23:35,393
STUDENT PRESENTER
1: And this actually

2327
01:23:35,393 --> 01:23:37,874
feeds back in to customers who
benefit from better quality.

2328
01:23:37,874 --> 01:23:40,290
PROFESSOR: I guess competition
is a good drive out quality

2329
01:23:40,290 --> 01:23:41,980
from other bakeries who
aren't starting to get good.

2330
01:23:41,980 --> 01:23:44,760
Flour has to get better or
lower their prices or something.

2331
01:23:44,760 --> 01:23:45,260
Keep going.

2332
01:23:45,260 --> 01:23:45,600
STUDENT PRESENTER 1: Right.

2333
01:23:45,600 --> 01:23:48,330
And so the second level
here, back to the banks--

2334
01:23:48,330 --> 01:23:50,260
they benefit from
both the owners

2335
01:23:50,260 --> 01:23:52,870
and the employers making income.

2336
01:23:52,870 --> 01:23:57,337
And then down here, you have
friends slash the community.

2337
01:23:57,337 --> 01:23:58,920
Say you refer a
friend and they really

2338
01:23:58,920 --> 01:24:01,310
like Flour, that's
a benefit for them.

2339
01:24:01,310 --> 01:24:03,490
PROFESSOR: So it's a
benefit for the customer

2340
01:24:03,490 --> 01:24:04,690
if I refer a friend.

2341
01:24:04,690 --> 01:24:06,921
It's a benefit to me if I
refer you to go to Flour.

2342
01:24:06,921 --> 01:24:08,670
STUDENT PRESENTER 1:
It's a benefit for me

2343
01:24:08,670 --> 01:24:10,770
if you refer me to
Flour and I like it.

2344
01:24:10,770 --> 01:24:12,590
PROFESSOR: So you
get the benefit.

2345
01:24:12,590 --> 01:24:14,250
But are you attached
to me or are you

2346
01:24:14,250 --> 01:24:16,670
attaching directly to Flour?

2347
01:24:16,670 --> 01:24:19,086
In other words, do you
benefit directly from Flour?

2348
01:24:19,086 --> 01:24:20,460
STUDENT PRESENTER
1: That's fair.

2349
01:24:20,460 --> 01:24:22,350
You could say that I
definitely benefit from Flour

2350
01:24:22,350 --> 01:24:23,380
as well if I like it.

2351
01:24:23,380 --> 01:24:25,206
PROFESSOR: So maybe
this kind of line

2352
01:24:25,206 --> 01:24:27,685
would be a dotted line--
provides information to,

2353
01:24:27,685 --> 01:24:28,756
and then directly from.

2354
01:24:28,756 --> 01:24:29,255
Sure.

2355
01:24:29,255 --> 01:24:30,960
Keep going.

2356
01:24:30,960 --> 01:24:33,810
STUDENT PRESENTER 1: And so
naturally, the nearby community

2357
01:24:33,810 --> 01:24:37,157
also branches off from
the neighboring stores.

2358
01:24:37,157 --> 01:24:39,240
One more thing we have
over here is the publishers

2359
01:24:39,240 --> 01:24:41,850
because apparently Flour sells
cookbooks and stuff like that.

2360
01:24:41,850 --> 01:24:43,225
PROFESSOR: Flour
sells cookbooks.

2361
01:24:43,225 --> 01:24:44,580
There's a publisher involved.

2362
01:24:44,580 --> 01:24:46,234
And they love it.

2363
01:24:46,234 --> 01:24:48,650
The more Flour bakeries that
are around or the more people

2364
01:24:48,650 --> 01:24:52,510
know about it the more
cookbooks they buy.

2365
01:24:52,510 --> 01:24:54,910
STUDENT PRESENTER 1: And so
this leads to the bookstores,

2366
01:24:54,910 --> 01:24:55,410
I think.

2367
01:24:55,410 --> 01:24:56,368
PROFESSOR: Book stores.

2368
01:24:56,368 --> 01:24:56,960
Absolutely.

2369
01:24:56,960 --> 01:24:58,310
STUDENT PRESENTER 1: And this
actually feeds all the way back

2370
01:24:58,310 --> 01:24:59,430
to the economy.

2371
01:24:59,430 --> 01:25:00,350
And from the economy--

2372
01:25:00,350 --> 01:25:03,039
PROFESSOR: The economy "boomph."

2373
01:25:03,039 --> 01:25:04,005
Giant.

2374
01:25:04,005 --> 01:25:05,200
The beneficiary.

2375
01:25:05,200 --> 01:25:05,890
That's great.

2376
01:25:05,890 --> 01:25:06,560
And what comes off the economy?

2377
01:25:06,560 --> 01:25:08,935
STUDENT PRESENTER 1: And so
this is where we got creative

2378
01:25:08,935 --> 01:25:10,910
and said that the
government, the president

2379
01:25:10,910 --> 01:25:13,380
benefits from the
economy being strong.

2380
01:25:13,380 --> 01:25:15,740
And then you can even pull
out the political parties

2381
01:25:15,740 --> 01:25:16,448
if you wanted to.

2382
01:25:16,448 --> 01:25:17,130
PROFESSOR: Sure.

2383
01:25:17,130 --> 01:25:18,421
So political party, government.

2384
01:25:18,421 --> 01:25:19,130
This is great.

2385
01:25:19,130 --> 01:25:23,530
So Flour makes America strong.

2386
01:25:23,530 --> 01:25:24,310
Forget GM.

2387
01:25:24,310 --> 01:25:25,310
Forget Ford.

2388
01:25:25,310 --> 01:25:26,060
Flour does it.

2389
01:25:26,060 --> 01:25:26,560
I love that.

2390
01:25:26,560 --> 01:25:27,268
It's a great job.

2391
01:25:27,268 --> 01:25:31,830
[APPLAUSE]

2392
01:25:31,830 --> 01:25:33,480
Who's up next on
the chopping block?

2393
01:25:36,910 --> 01:25:38,613
Let's get this going here.

2394
01:25:38,613 --> 01:25:41,571
You get this.

2395
01:25:41,571 --> 01:25:44,180
I'll give you this to hold.

2396
01:25:44,180 --> 01:25:45,770
I'll give you this
to use as well.

2397
01:26:02,614 --> 01:26:03,530
Let's talk about this.

2398
01:26:03,530 --> 01:26:04,210
Walk us through it.

2399
01:26:04,210 --> 01:26:04,990
At the center is Flour.

2400
01:26:04,990 --> 01:26:05,610
What else we got?

2401
01:26:05,610 --> 01:26:07,193
STUDENT PRESENTER
2: So we have Flour.

2402
01:26:07,193 --> 01:26:10,406
And then it first goes to
the banks and investors.

2403
01:26:10,406 --> 01:26:11,280
PROFESSOR: Investors.

2404
01:26:11,280 --> 01:26:12,000
Yes.

2405
01:26:12,000 --> 01:26:13,250
STUDENT PRESENTER 2: So banks.

2406
01:26:13,250 --> 01:26:15,790
So people who have
money in the bank.

2407
01:26:15,790 --> 01:26:18,710
So it's really important that
the banks are doing well.

2408
01:26:18,710 --> 01:26:21,790
Similarly, people
who are friends

2409
01:26:21,790 --> 01:26:23,290
with the people
with money the banks

2410
01:26:23,290 --> 01:26:27,860
who needed to be spotted for
a meal at Flour also benefit.

2411
01:26:27,860 --> 01:26:30,170
So we also have the workers.

2412
01:26:30,170 --> 01:26:33,880
Their taxes go to the
government which helps America.

2413
01:26:33,880 --> 01:26:36,600
And then workers.

2414
01:26:36,600 --> 01:26:39,580
Their families also benefit
from the making income.

2415
01:26:39,580 --> 01:26:42,032
And then it goes to
the school system.

2416
01:26:42,032 --> 01:26:44,210
PROFESSOR: How's it go
to the school system.

2417
01:26:44,210 --> 01:26:47,900
STUDENT PRESENTER 2: Because
the children go to school.

2418
01:26:47,900 --> 01:26:50,360
And then, thus,
benefits citizens.

2419
01:26:50,360 --> 01:26:52,830
PROFESSOR: So money goes from
Flour Bakery to the workers.

2420
01:26:52,830 --> 01:26:55,339
The workers give money
to their families?

2421
01:26:55,339 --> 01:26:56,380
STUDENT PRESENTER 2: Yes.

2422
01:26:56,380 --> 01:26:58,890
PROFESSOR: And so how does
that benefit the school?

2423
01:26:58,890 --> 01:27:01,348
STUDENT PRESENTER 2: Because
then the children go to school

2424
01:27:01,348 --> 01:27:03,510
and get educated.

2425
01:27:03,510 --> 01:27:05,630
You need people to go to school.

2426
01:27:05,630 --> 01:27:07,922
PROFESSOR: How do the
families pay for that?

2427
01:27:07,922 --> 01:27:09,630
STUDENT PRESENTER 2:
Through their taxes.

2428
01:27:09,630 --> 01:27:11,230
PROFESSOR: Through taxes.

2429
01:27:11,230 --> 01:27:13,104
STUDENT PRESENTER 2:
And then the government.

2430
01:27:13,104 --> 01:27:15,650
PROFESSOR: Before it gets to
the school, where does it go?

2431
01:27:15,650 --> 01:27:16,540
To the IRS.

2432
01:27:16,540 --> 01:27:17,050
STUDENT PRESENTER 2: That too.

2433
01:27:17,050 --> 01:27:18,080
PROFESSOR: And
them to the school.

2434
01:27:18,080 --> 01:27:18,560
STUDENT PRESENTER 2: Yes.

2435
01:27:18,560 --> 01:27:19,770
PROFESSOR: To the IRS first
and then to the school.

2436
01:27:19,770 --> 01:27:20,310
STUDENT PRESENTER 2: Yes.

2437
01:27:20,310 --> 01:27:20,490
PROFESSOR: Yes.

2438
01:27:20,490 --> 01:27:21,200
That is true though.

2439
01:27:21,200 --> 01:27:23,408
STUDENT PRESENTER 2: And it
goes back to the citizens

2440
01:27:23,408 --> 01:27:25,308
because then you have
an educated population.

2441
01:27:25,308 --> 01:27:27,432
PROFESSOR: So Flour Bakery
educates the population.

2442
01:27:27,432 --> 01:27:28,630
I love that.

2443
01:27:28,630 --> 01:27:29,380
We'll tell Joanne.

2444
01:27:29,380 --> 01:27:31,587
She's going to love this.

2445
01:27:31,587 --> 01:27:33,795
STUDENT PRESENTER 2: Then
kind of going on a more fun

2446
01:27:33,795 --> 01:27:36,700
note-- so we also had
neighboring companies,

2447
01:27:36,700 --> 01:27:41,170
such as Novartis who's like
a biotech drug development

2448
01:27:41,170 --> 01:27:43,460
company which helps hospitals.

2449
01:27:43,460 --> 01:27:47,080
And then the patients
can go to Flour.

2450
01:27:47,080 --> 01:27:47,830
PROFESSOR: Lovely.

2451
01:27:47,830 --> 01:27:49,384
Keep going.

2452
01:27:49,384 --> 01:27:50,800
STUDENT PRESENTER
2: Similarly, we

2453
01:27:50,800 --> 01:27:55,260
have more customers
such as MIT students.

2454
01:27:55,260 --> 01:28:00,370
And so our parents benefit
from us getting an education.

2455
01:28:00,370 --> 01:28:04,940
Professors and other MIT
employees who go to flour.

2456
01:28:04,940 --> 01:28:10,270
And also the world slash
everybody is invested in.

2457
01:28:10,270 --> 01:28:12,150
PROFESSOR: The world.

2458
01:28:12,150 --> 01:28:14,541
I can't wait til the next
one that says universe.

2459
01:28:14,541 --> 01:28:15,040
That's good.

2460
01:28:15,040 --> 01:28:15,956
Big round of applause.

2461
01:28:15,956 --> 01:28:20,470
[APPLAUSE]

2462
01:28:20,470 --> 01:28:22,390
We've got time for
one more example.

2463
01:28:22,390 --> 01:28:25,090
Who-- yes.

2464
01:28:25,090 --> 01:28:26,170
Let's take your example.

2465
01:28:26,170 --> 01:28:27,232
Cannot wait to see it.

2466
01:29:00,720 --> 01:29:04,460
STUDENT PRESENTER 3: So ours is
similar to many of the others.

2467
01:29:04,460 --> 01:29:08,149
We have some things that
other people didn't have--

2468
01:29:08,149 --> 01:29:09,690
PROFESSOR: Point
out the differences.

2469
01:29:09,690 --> 01:29:12,072
STUDENT PRESENTER
3: --in local gyms.

2470
01:29:12,072 --> 01:29:13,780
PROFESSOR: Local gyms
benefit from Flour.

2471
01:29:13,780 --> 01:29:14,100
STUDENT PRESENTER 3: They do.

2472
01:29:14,100 --> 01:29:16,710
PROFESSOR: Tell us why do local
gyms benefit from a place that

2473
01:29:16,710 --> 01:29:18,280
sells lots of bakery
confectioneries.

2474
01:29:18,280 --> 01:29:19,600
STUDENT PRESENTER 3:
Flour is really delicious.

2475
01:29:19,600 --> 01:29:20,933
And then people eat a lot of it.

2476
01:29:20,933 --> 01:29:22,240
And they get really fat.

2477
01:29:22,240 --> 01:29:24,580
And then they would like to
lose some of those calories.

2478
01:29:24,580 --> 01:29:26,900
PROFESSOR: So the Z
Center, the MIT gym,

2479
01:29:26,900 --> 01:29:29,882
benefits from Flour being there
because more people use the Z

2480
01:29:29,882 --> 01:29:32,340
Center who may not otherwise
use it because they're saying,

2481
01:29:32,340 --> 01:29:34,460
I love Flour so much but I've
got to work out the calories.

2482
01:29:34,460 --> 01:29:35,350
STUDENT PRESENTER 3: Exactly.

2483
01:29:35,350 --> 01:29:36,930
PROFESSOR: Local bike
shops maybe as well.

2484
01:29:36,930 --> 01:29:38,780
STUDENT PRESENTER 3: So
their employees benefit too.

2485
01:29:38,780 --> 01:29:39,680
PROFESSOR: Their employees
absolutely benefit.

2486
01:29:39,680 --> 01:29:40,090
Yes.

2487
01:29:40,090 --> 01:29:42,756
STUDENT PRESENTER 3: And we also
had hospitals in that similar--

2488
01:29:45,000 --> 01:29:46,262
PROFESSOR: As Diabetes go up.

2489
01:29:46,262 --> 01:29:47,470
STUDENT PRESENTER 3: Exactly.

2490
01:29:47,470 --> 01:29:49,680
PROFESSOR: Yes, they're so
tasty they cause diabetes.

2491
01:29:49,680 --> 01:29:50,010
STUDENT PRESENTER 3: Precisely.

2492
01:29:50,010 --> 01:29:51,030
PROFESSOR: And
hospitals benefit.

2493
01:29:51,030 --> 01:29:52,040
And doctors from selling--

2494
01:29:52,040 --> 01:29:53,480
STUDENT PRESENTER 3: And
the doctors' families.

2495
01:29:53,480 --> 01:29:53,840
Yes?

2496
01:29:53,840 --> 01:29:55,180
PROFESSOR: And the
doctors' families benefit.

2497
01:29:55,180 --> 01:29:56,388
STUDENT PRESENTER 3: Exactly.

2498
01:29:56,388 --> 01:29:59,200
PROFESSOR: Now this may sound
bizarre, but this is true.

2499
01:29:59,200 --> 01:30:00,830
This is how it happens.

2500
01:30:00,830 --> 01:30:05,670
Imagine that we had to work
it out for a tobacco company.

2501
01:30:05,670 --> 01:30:08,520
All the people that benefit
from a tobacco company

2502
01:30:08,520 --> 01:30:11,450
selling things,
including people who

2503
01:30:11,450 --> 01:30:14,210
are injured by tobacco
because of cancer.

2504
01:30:14,210 --> 01:30:15,030
So that's all true.

2505
01:30:15,030 --> 01:30:17,870
What else do we have?

2506
01:30:17,870 --> 01:30:20,720
STUDENT PRESENTER 4:
We had aspiring chefs

2507
01:30:20,720 --> 01:30:22,610
because of the cookbook.

2508
01:30:22,610 --> 01:30:23,540
So they can see that.

2509
01:30:23,540 --> 01:30:26,490
Or even aspiring
restaurateurs who

2510
01:30:26,490 --> 01:30:28,820
see how the owner set
up Flour and maybe

2511
01:30:28,820 --> 01:30:30,325
use it as an example
or inspiration.

2512
01:30:30,325 --> 01:30:33,180
PROFESSOR: Brilliant.

2513
01:30:33,180 --> 01:30:34,255
What else do you have?

2514
01:30:34,255 --> 01:30:35,610
What else is brilliant?

2515
01:30:35,610 --> 01:30:37,180
STUDENT PRESENTER
5: We also have

2516
01:30:37,180 --> 01:30:40,300
how MIT is generally affected.

2517
01:30:40,300 --> 01:30:44,580
So if students are eating at
Flour instead of the dining

2518
01:30:44,580 --> 01:30:48,170
hall, then that's affecting MIT.

2519
01:30:48,170 --> 01:30:50,190
That's affecting the
classes and the professors

2520
01:30:50,190 --> 01:30:51,901
and your classmates.

2521
01:30:51,901 --> 01:30:53,150
PROFESSOR: And maybe for good.

2522
01:30:53,150 --> 01:30:54,000
Maybe not for food.

2523
01:30:54,000 --> 01:30:54,583
This is great.

2524
01:30:54,583 --> 01:30:55,870
This is an excellent one.

2525
01:30:55,870 --> 01:30:57,450
Here's a question.

2526
01:30:57,450 --> 01:31:01,910
Did anyone get lawyers?

2527
01:31:01,910 --> 01:31:02,410
Good.

2528
01:31:02,410 --> 01:31:03,140
Two groups.

2529
01:31:03,140 --> 01:31:05,011
How about accountants?

2530
01:31:05,011 --> 01:31:05,510
One group.

2531
01:31:05,510 --> 01:31:06,057
Excellent.

2532
01:31:06,057 --> 01:31:08,140
Every business deals with
lawyers and accountants.

2533
01:31:08,140 --> 01:31:09,770
Lawyers accountants
all the time.

2534
01:31:09,770 --> 01:31:11,425
Every business, no
matter what, deals

2535
01:31:11,425 --> 01:31:13,450
with lawyers and accountants.

2536
01:31:13,450 --> 01:31:16,090
It should be on all of
these because, no matter

2537
01:31:16,090 --> 01:31:19,112
what-- and particularly
as a business owner-- boy,

2538
01:31:19,112 --> 01:31:20,570
I get on the phone
with my lawyers,

2539
01:31:20,570 --> 01:31:22,040
I talk to my accountant.

2540
01:31:22,040 --> 01:31:23,280
I can't even avoid it.

2541
01:31:23,280 --> 01:31:25,220
It's not even possible
to avoid, particularly

2542
01:31:25,220 --> 01:31:30,130
when you have to hire people and
fire people and the whole bit.

2543
01:31:30,130 --> 01:31:32,277
That's why they're such
big businesses-- why

2544
01:31:32,277 --> 01:31:34,340
accounting and the law
are such big businesses--

2545
01:31:34,340 --> 01:31:36,860
because everybody
needs to use them.

2546
01:31:36,860 --> 01:31:40,100
Any other people have
examples of beneficiaries

2547
01:31:40,100 --> 01:31:41,940
who we didn't list?

2548
01:31:41,940 --> 01:31:43,190
AUDIENCE: Insurance companies.

2549
01:31:43,190 --> 01:31:44,210
PROFESSOR: Insurance companies.

2550
01:31:44,210 --> 01:31:44,710
Yes.

2551
01:31:44,710 --> 01:31:45,240
Absolutely.

2552
01:31:45,240 --> 01:31:47,469
AUDIENCE: The farmers.

2553
01:31:47,469 --> 01:31:48,260
PROFESSOR: Farmers.

2554
01:31:48,260 --> 01:31:50,090
People actually grow this stuff.

2555
01:31:50,090 --> 01:31:50,590
Absolutely.

2556
01:31:50,590 --> 01:31:52,570
People grow stuff and
have more supply chains.

2557
01:31:52,570 --> 01:31:53,490
And this is true.

2558
01:31:53,490 --> 01:31:55,310
Flour Bakery may
have a little impact,

2559
01:31:55,310 --> 01:31:58,797
but McDonald's has enormous
impact on cattle companies,

2560
01:31:58,797 --> 01:32:00,880
and people who supply
tomatoes and lettuce and all

2561
01:32:00,880 --> 01:32:01,421
those things.

2562
01:32:01,421 --> 01:32:01,950
Absolutely.

2563
01:32:01,950 --> 01:32:02,940
Huge impact.

2564
01:32:02,940 --> 01:32:04,786
Industries are built
around these things.

2565
01:32:04,786 --> 01:32:07,642
AUDIENCE: We also listed
internet providers

2566
01:32:07,642 --> 01:32:10,350
because they offer free
Wi-Fi to the customers.

2567
01:32:10,350 --> 01:32:11,510
PROFESSOR: Free Wi-Fi to
the customers as well.

2568
01:32:11,510 --> 01:32:12,510
Let's go back to slides, please.

2569
01:32:12,510 --> 01:32:12,990
Thank you.

2570
01:32:12,990 --> 01:32:13,730
This is excellent.

2571
01:32:13,730 --> 01:32:14,410
You did a great job.

2572
01:32:14,410 --> 01:32:15,951
Did we give them a
round of applause?

2573
01:32:15,951 --> 01:32:18,632
[APPLAUSE]

2574
01:32:22,610 --> 01:32:23,764
You got that.

2575
01:32:23,764 --> 01:32:25,180
This is what we
care about though.

2576
01:32:25,180 --> 01:32:27,138
Why do we care about
doing this and why are you

2577
01:32:27,138 --> 01:32:28,730
going to be doing
this yourselves?

2578
01:32:28,730 --> 01:32:30,790
It's starts out with
systems thinking.

2579
01:32:30,790 --> 01:32:32,680
Establishing a
global perspective

2580
01:32:32,680 --> 01:32:35,030
about the little problem
you're trying to solve.

2581
01:32:35,030 --> 01:32:37,180
If I said, make a
calculator-- a calculator

2582
01:32:37,180 --> 01:32:38,420
doesn't exist in isolation.

2583
01:32:38,420 --> 01:32:41,170
It affects a lot of things and
can affect a lot of things.

2584
01:32:41,170 --> 01:32:43,820
We want to maintain a
really big perspective

2585
01:32:43,820 --> 01:32:46,004
over every small
decision we make.

2586
01:32:46,004 --> 01:32:47,420
Because of that,
we can understand

2587
01:32:47,420 --> 01:32:49,430
how to make good
decisions and trade-offs,

2588
01:32:49,430 --> 01:32:51,970
establish priorities or
reestablish them, and be

2589
01:32:51,970 --> 01:32:53,890
able to communicate
more effectively.

2590
01:32:53,890 --> 01:32:56,170
Not all stakeholders have
the same amount of value

2591
01:32:56,170 --> 01:32:57,000
to a company.

2592
01:32:57,000 --> 01:32:59,760
Different stakeholders hold
different kinds of value.

2593
01:32:59,760 --> 01:33:02,804
Joanne may say, look, I
really care about my customers

2594
01:33:02,804 --> 01:33:04,220
but she may not
say, I really care

2595
01:33:04,220 --> 01:33:05,970
about the people
who work at the gym.

2596
01:33:05,970 --> 01:33:08,870
So she may not say, let me
put extra fat in the products

2597
01:33:08,870 --> 01:33:11,792
and then advertise, by the
way, with these things,

2598
01:33:11,792 --> 01:33:13,250
if you care about
it, I'll give you

2599
01:33:13,250 --> 01:33:16,260
a discount to the
gym membership.

2600
01:33:16,260 --> 01:33:18,560
Which stakeholders
do we benefit more

2601
01:33:18,560 --> 01:33:21,230
and which stakeholders
benefit us more?

2602
01:33:21,230 --> 01:33:23,024
Sometimes, in a
nonprofit, we might

2603
01:33:23,024 --> 01:33:25,190
think we really want to get
the best thing out there

2604
01:33:25,190 --> 01:33:27,550
no matter what because we
don't care about making profit.

2605
01:33:27,550 --> 01:33:29,260
Other times you think, well, we
want to get the best thing out

2606
01:33:29,260 --> 01:33:30,910
there, kind of, but
we also want to make

2607
01:33:30,910 --> 01:33:33,076
sure we're balancing that
out with our stakeholders.

2608
01:33:34,989 --> 01:33:36,530
An example of this
is angel investors

2609
01:33:36,530 --> 01:33:37,488
versus venture capital.

2610
01:33:37,488 --> 01:33:39,410
If you're starting a
company, angel investors

2611
01:33:39,410 --> 01:33:40,740
will give you a
little bit of money.

2612
01:33:40,740 --> 01:33:42,490
It's a little bit
easier to get the money.

2613
01:33:42,490 --> 01:33:44,900
And there's far fewer strings
attached to that money.

2614
01:33:44,900 --> 01:33:47,880
A venture capitalist will give
you money-- much more money,

2615
01:33:47,880 --> 01:33:50,110
but they have a lot
more requirements.

2616
01:33:50,110 --> 01:33:52,290
And so each of them need
different kinds of things.

2617
01:33:52,290 --> 01:33:53,925
Angel investors don't need
a whole bunch of return

2618
01:33:53,925 --> 01:33:54,940
on their investment.

2619
01:33:54,940 --> 01:33:56,440
And a venture
capitalist says no, we

2620
01:33:56,440 --> 01:33:57,576
want to make a ton of cash.

2621
01:33:57,576 --> 01:33:58,950
So we'll give you
more, but we're

2622
01:33:58,950 --> 01:34:01,325
going to take a lot more back
and have more requirements.

2623
01:34:01,325 --> 01:34:02,820
So different kinds
of stakeholders

2624
01:34:02,820 --> 01:34:06,650
would allow us to figure
out which do we use.

2625
01:34:06,650 --> 01:34:08,810
If we understand this
network very clearly,

2626
01:34:08,810 --> 01:34:11,220
it helps us to understand
priorities and trade-offs.

2627
01:34:11,220 --> 01:34:13,080
And then, if I
understand this diagram

2628
01:34:13,080 --> 01:34:15,530
and convey this to
you very specifically,

2629
01:34:15,530 --> 01:34:17,220
it could help us align the team.

2630
01:34:17,220 --> 01:34:20,500
So my software is sold
to people at companies.

2631
01:34:20,500 --> 01:34:22,190
If everybody in my
company knows who

2632
01:34:22,190 --> 01:34:25,510
those people are, who makes
the buying decisions, who

2633
01:34:25,510 --> 01:34:26,350
is going to use it.

2634
01:34:26,350 --> 01:34:28,400
Are they the same people
or different people.

2635
01:34:28,400 --> 01:34:30,400
How do I make sure that
the buying person gets

2636
01:34:30,400 --> 01:34:34,000
what they need and the person
using it gets what they need.

2637
01:34:34,000 --> 01:34:35,580
They may need different things.

2638
01:34:35,580 --> 01:34:37,530
And even though the
people who use it

2639
01:34:37,530 --> 01:34:40,220
may use 90% of the
functionality and the people who

2640
01:34:40,220 --> 01:34:44,940
buy it may use almost
none of it, or 1%,

2641
01:34:44,940 --> 01:34:47,150
do I want to invest that
1% of the functionality

2642
01:34:47,150 --> 01:34:49,100
even if it costs me a
lot of time and effort?

2643
01:34:49,100 --> 01:34:51,510
Maybe I have to.

2644
01:34:51,510 --> 01:34:53,780
So it can reveal hidden
cost and opportunities.

2645
01:34:53,780 --> 01:34:54,610
A cost.

2646
01:34:54,610 --> 01:34:57,890
A student can get an
easy or a difficult C.

2647
01:34:57,890 --> 01:35:00,890
From a parent's perspective,
which is better?

2648
01:35:00,890 --> 01:35:04,200
The easy A or the
really difficult say?

2649
01:35:04,200 --> 01:35:06,141
Please pass the class.

2650
01:35:06,141 --> 01:35:07,390
I'm your parent paying for it.

2651
01:35:07,390 --> 01:35:09,650
I don't want to have to pay
for you to take it again.

2652
01:35:09,650 --> 01:35:11,570
So maybe they might
think it's really better

2653
01:35:11,570 --> 01:35:12,642
to have an easy A class.

2654
01:35:12,642 --> 01:35:14,350
But maybe from the
student's perspective,

2655
01:35:14,350 --> 01:35:16,232
they think, the
harder C is-- I'm

2656
01:35:16,232 --> 01:35:17,440
going to learn a lot more in.

2657
01:35:17,440 --> 01:35:19,830
And it's better for
me and my future.

2658
01:35:19,830 --> 01:35:21,330
Or an opportunity.

2659
01:35:21,330 --> 01:35:23,420
If a company has enough
employees, for example,

2660
01:35:23,420 --> 01:35:25,039
a company can get
better buying power

2661
01:35:25,039 --> 01:35:26,580
with vendors or the
gym or something.

2662
01:35:26,580 --> 01:35:27,910
Because we have
so many employees

2663
01:35:27,910 --> 01:35:29,910
they say, look, we want
to have our employees go

2664
01:35:29,910 --> 01:35:31,955
to your gym or maybe
some competitor's gym.

2665
01:35:31,955 --> 01:35:34,330
If you give a bigger discount,
we have more buying power.

2666
01:35:34,330 --> 01:35:37,750
Or to the vendors like Walmart.

2667
01:35:37,750 --> 01:35:41,210
Walmart doesn't pay
much for anything

2668
01:35:41,210 --> 01:35:42,600
because they sell so much.

2669
01:35:42,600 --> 01:35:44,320
And it's such a
valuable brand to have

2670
01:35:44,320 --> 01:35:47,080
when you're selling
something that they

2671
01:35:47,080 --> 01:35:49,250
make their vendors cut
their prices way down-- as

2672
01:35:49,250 --> 01:35:50,790
low as they can
possibly get them.

2673
01:35:50,790 --> 01:35:51,830
And the idea is that
for them is they

2674
01:35:51,830 --> 01:35:53,640
pass their savings
on to the customers.

2675
01:35:56,360 --> 01:35:58,530
For the homework, I
want you to map out

2676
01:35:58,530 --> 01:36:00,750
primary and secondary
stakeholders,

2677
01:36:00,750 --> 01:36:03,630
and more if you'd
like for two things.

2678
01:36:03,630 --> 01:36:06,870
An art museum and a new
kind of battery technology.

2679
01:36:06,870 --> 01:36:10,350
So one's a museum and
one is a technology.

2680
01:36:10,350 --> 01:36:12,550
Starting with technology
in the center.

2681
01:36:12,550 --> 01:36:13,714
I'm thinking about that.

2682
01:36:13,714 --> 01:36:15,130
All the different
ways it connects

2683
01:36:15,130 --> 01:36:16,338
to everything else around it.

2684
01:36:16,338 --> 01:36:17,820
A new kind of better technology.

2685
01:36:17,820 --> 01:36:19,950
If you have something in
mind, you could use that.

2686
01:36:19,950 --> 01:36:21,241
Just let us know what you used.

2687
01:36:21,241 --> 01:36:23,980
And if you don't really quite
know about battery technology,

2688
01:36:23,980 --> 01:36:27,590
you could just kind of think
about what it might affect.

2689
01:36:27,590 --> 01:36:30,710
That's the objective here.

2690
01:36:30,710 --> 01:36:34,170
Understanding your stakeholders
will make a huge shift

2691
01:36:34,170 --> 01:36:36,020
in your ability
to make decisions,

2692
01:36:36,020 --> 01:36:39,850
to think globally from
a systems perspective.

2693
01:36:39,850 --> 01:36:43,520
And if you can do that
on little small projects,

2694
01:36:43,520 --> 01:36:47,464
as the projects get bigger and
more complicated and complex,

2695
01:36:47,464 --> 01:36:49,130
you'll be able to
make better decisions.

2696
01:36:49,130 --> 01:36:50,240
And it will help
you make decisions

2697
01:36:50,240 --> 01:36:52,500
when you're not too sure what
to do because at least you'll

2698
01:36:52,500 --> 01:36:54,620
have a framework and be
able to communicate that

2699
01:36:54,620 --> 01:36:56,100
to other people on the team.

2700
01:36:56,100 --> 01:36:57,900
And they can say,
yes, we understand

2701
01:36:57,900 --> 01:37:00,160
that that's an important
feature to add--

2702
01:37:00,160 --> 01:37:03,990
to spend weeks or months
adding because someone needs it

2703
01:37:03,990 --> 01:37:05,880
in order for us to
sell the product.

2704
01:37:05,880 --> 01:37:08,360
Any questions about
stakeholders or research

2705
01:37:08,360 --> 01:37:12,650
or Dieter Rams or Johnny Ive?

2706
01:37:12,650 --> 01:37:14,192
AUDIENCE: Is the
homework for Monday?

2707
01:37:14,192 --> 01:37:15,816
PROFESSOR: This
homework is for Monday.

2708
01:37:15,816 --> 01:37:17,750
In fact, I will show
you on the next slide

2709
01:37:17,750 --> 01:37:19,680
what you've done so far.

2710
01:37:19,680 --> 01:37:20,809
We had an introduction.

2711
01:37:20,809 --> 01:37:22,475
We went over the 10
step design process.

2712
01:37:22,475 --> 01:37:24,620
We actually moved
Dieter Rams to today.

2713
01:37:24,620 --> 01:37:28,340
And what's due on Monday
is the game design

2714
01:37:28,340 --> 01:37:31,880
and the stakeholder
analysis for games.

2715
01:37:31,880 --> 01:37:33,060
Have a wonderful weekend.

2716
01:37:33,060 --> 01:37:36,040
If you have any questions,
email us at eid-questions.

2717
01:37:36,040 --> 01:37:37,790
Thank you.