Introduction:
ACM’s Turing Award is its highest technical honor, recognizing individuals for their significant and lasting contributions to computer science.

Alan Kay’s Background:
Dr. Alan Kay is a senior fellow at Hewlett-Packard and president of Viewpoint’s Research Institute. He received the Turing Award for pioneering concepts in object-oriented programming languages, leading the development of Smalltalk, and fundamental contributions to personal computing.

Teaching Computer Science to High School and College Students:
Kay was invited by CIGSE to speak about his early experiences in computing to high school and college students. He found the current teaching materials and approaches lacking and decided to create his own first course curriculum.

The Don Quote:
Kay begins his lecture with a quote from Don Knuth: “Beware of bugs in the above code. I’ve only proved it correct, not tried it.” This quote highlights the practical nature of computer science and the importance of testing and experimentation over theoretical correctness.

Alan Kay’s Insights:
Alan Kay believes that math is crucial in the field of computing and that new math is often needed due to the unique nature of the field. The field of computing relies heavily on its community, and individuals benefit from the collective knowledge and contributions of others. Kay acknowledges the terms “computer science” and “software engineering” and their historical context. He expresses concern about the misuse of the term “science” in field names and argues that computing may have more similarities to engineering disciplines like bridge building. Kay uses the Empire State Building as an example of an impressive engineering project completed in a short time frame and contrasts it with the current state of software engineering. He emphasizes the need for progress in engineering practices within the field of computing and draws parallels to the evolution of architecture from ancient Egyptian pyramids to Gothic cathedrals. Kay highlights the importance of teaching students the true scope of computing and encouraging them to actively contribute to its advancement. He emphasizes the role of motivations, particularly in the user interface field and education, in shaping the direction of computing.

Motivations in Computing:
Kay presents a two-dimensional model to explore motivations in computing, focusing on reasoning and change. He acknowledges the complexity of human motivations and their influence on the development of technology. Kay encourages researchers and practitioners to consider the impact of motivations on the design and implementation of computing systems.

Human Cognition:
Alan Kay observed a significant disparity between instrumental reasoners and those primarily motivated by ideas. Instrumental reasoners judge new tools or ideas based on their contribution to current goals. The other 5% are primarily motivated by ideas and are more receptive to new concepts, transforming their goals in response to appealing ideas. Inner motivated and interested in ideas tend to be more receptive to learning new things, especially inventions. Outer motivated and interested in ideas are also open to new concepts but may be more influenced by external factors. Inner motivated but not interested in ideas can cause trouble and may include corporate executives.

Complexity and Simplicity:
Kay emphasized the delight in complexity and the belief that hard work, even when an easier way exists, has moral value. Computing involves many levels of structure, making it challenging to navigate between them. Successful computing professionals often master staggering amounts of complexity. Kay believed most of this complexity is unnecessary and can be proven so. He advocated for finding joy in simplicity and keeping things simple.

Examples of Simplicity in Computing:
The ARPA and Xerox PARC community excelled at simplicity. Butler Lamson, Chuck Thacker, Dan Engel’s, Metcalf, Boggs, Gary Starkweather, and others exemplified simplicity in their work. Metcalf’s lack of understanding of certain aspects was crucial in inventing the Ethernet. Starkweather used Edmund’s scientific hobby catalog parts to build the first laser printer. The Ethernet and other early networks were inefficient but reliable, with packets eventually getting through.

Maxwell’s Equations and the Constitution:
Kay highlighted the complexity of understanding Maxwell’s equations but appreciated their simplicity once understood. He praised the Constitution of the United States as a system design, with millions of mutually incompatible parts running for over 200 years.

First Course in Computing:
* Alan Kay emphasizes the significance of a comprehensive first course in computing that goes beyond teaching programming.
* He advocates for an integrated approach that introduces students to systems thinking, mathematics, science, art, and engineering.
* Kay believes that this holistic approach can provide a taste of the power and versatility of computing and lay a solid foundation for future learning.

Literacy and Computing:
* Kay draws a parallel between computing and literacy, highlighting the importance of teaching computing as a form of expression and communication.
* He argues that computing should not be viewed solely as vocational training but as a fundamental skill that empowers individuals to engage with the world in new ways.

Teaching Systems Thinking:
* Kay criticizes the traditional focus on data structures and algorithms in computer science education, arguing that it fails to convey the systemic nature of computing.
* He calls for a shift towards teaching students to think in systems ways, emphasizing the interconnectedness of different components and the importance of considering the overall architecture of a system.

Introducing Computing Through Sketchpad:
* Kay shares his experience of encountering Ivan Sutherland’s groundbreaking thesis on Sketchpad, which he considers a pivotal moment in his career.
* He describes the revolutionary nature of Sketchpad, which introduced the concepts of object-oriented programming, dynamic problem solving, and graphical user interfaces.
* Kay emphasizes the profound impact of Sketchpad on his thinking and its influence on his subsequent work.

Sketchpad’s Range and Versatility:
* Kay showcases the remarkable range of applications that Sketchpad enabled, from mechanical engineering simulations to circuit design.
* He highlights the system’s ability to simulate dynamic systems simply by drawing their components and defining the relationships between them.
* Kay marvels at the elegance and simplicity of Sketchpad’s approach, which allows users to create dynamic simulations without explicitly programming the underlying physics or mathematics.

Ivan Sutherland’s Contribution:
* Kay acknowledges Ivan Sutherland as a pivotal figure in the history of computing, comparing his impact to that of Isaac Newton.
* He credits Sutherland with single-handedly creating the first graphical system, the first object-oriented software system, and the first dynamic problem-solving system, all within a single year.
* Kay expresses his admiration for Sutherland’s remarkable achievement, particularly considering the limited resources and technology available at the time.

Ivan Sutherland’s Humility:
* Kay recounts an anecdote where he asked Sutherland how he managed to achieve so much in such a short time and with limited resources.
* Sutherland’s response, “I didn’t know it was hard,” reflects his humility and unwavering belief in the power of human ingenuity and perseverance.

Availability of Ivan Sutherland’s Thesis:
* Kay encourages the audience to read Sutherland’s thesis, which is available from MIT.
* He highlights a particular line from the thesis, “It is hoped that future work will far surpass this effort,” as a testament to Sutherland’s vision and the potential for continued innovation in the field of computing.

Early Influences on Alan Kay’s Work:
Alan Kay’s first day in graduate school introduced him to the ARPA community and the emerging vision of an intergalactic network with large-scale connectivity. He discovered the Simula programming language, which influenced his understanding of compound data structures and the potential for creating software objects.

Object-Oriented Programming:
In the early 1960s, the term “object” referred to compound data structures, and object-oriented programming had yet to be fully developed. Kay recognized the potential of defining procedures for manipulating these structures, leading to excitement about graphic and interactive manipulation in systems like Simula.

Solving the Scaling Problem:
Kay realized that by abstracting away the specific purpose of different systems and considering them as interconnected computers on the ARPANET, it was possible to solve the scaling problem in software. This approach laid the foundation for the concept of a little software computer, which would later become central to object-oriented programming.

Development of Practical OOP:
The development of practical OOP was driven by the desire to make elegant and powerful programming languages more efficient and user-friendly. Kay emphasizes the importance of abstraction and messages as the core concepts of OOP, rather than focusing solely on objects.

Influences and Inspirations:
Kay’s love for parallelism stems from his early experience with plug boards and his appreciation for the B5000 hardware. He highlights the beauty of programming languages like Lisp, JOS, Logo, APL, and the innovative ideas behind Engelbart’s work and spreadsheets.

Frank Oppenheimer’s Exploratorium:
Kay draws inspiration from Frank Oppenheimer’s Exploratorium, which aimed to teach the idea that the world is not as it seems through 500 exhibits. He emphasizes the importance of understanding different ways of perceiving the world and creating systems that accommodate these differences.

Important Ideas for Teaching Computing to Beginners:
Exhibits: Having a variety of exhibits that illustrate different scientific concepts can help children find one that resonates with them. Choice: Providing children with a range of projects allows them to choose topics that interest them. Scratch Programming: Scratch programming is a good starting point for beginners because it doesn’t require learning a library of commands. Simplicity: The user interface should be easy to use and understand, allowing beginners to focus on the ideas they are learning. Safety: Providing features like undo can help beginners feel more confident and less anxious. Engagement: The user interface should include features that keep beginners engaged and motivated.

Flow State:
Balance: Mike Csikszentmihalyi’s model suggests that people are either anxious or bored when the challenges they face are either too great or too easy. Flow State: The ideal state is a “flow state” where the challenge and abilities are balanced, leading to engagement and enjoyment. Increasing Safety: Providing safety features like undo can help reduce anxiety and increase engagement. Attention Grabbing: The user interface should include features that attract and maintain the attention of beginners.

Children’s Learning:
Thinking and Visualizing: Children learn best when they can think about ideas and create visual representations of them. Empowerment: Children often desire to feel empowered, which can be achieved through activities like designing a car with large off-road tires. Interactive Graphics: Children can interact with graphic objects, manipulate their properties, and see the results in real time.

Simple Programming Environment:
Alan Kay introduces a simple programming environment designed for children, where all objects share the same user interface. This approach aims to eliminate the need for multiple classes and subclasses, simplifying the learning process.

Variables:
Kay emphasizes the importance of understanding variables from an early age. He believes that traditional programming environments fail to effectively teach the concept of variables to students. The environment he presents aims to provide a clear and intuitive understanding of variables through hands-on experimentation.

Dynamic Objects:
Kay demonstrates the creation of various dynamic objects within the environment. He starts with a car object, then adds a wheel object, and finally creates a script object. These objects interact with each other, allowing users to manipulate and control them.

Script Viewer:
Kay opens a script viewer to reveal the underlying code for the objects. He shows how scripts can be created and attached to objects, enabling users to control their behavior.

Conclusion:
Kay’s simple programming environment offers a unique approach to teaching children fundamental programming concepts, such as variables and dynamic objects. By providing a consistent user interface and eliminating the complexity of multiple classes and subclasses, this environment aims to make programming more accessible and engaging for young learners.

Sideways Composition:
Sideways composition involves composing objects with similar traits rather than inheriting from a common ancestor, as seen in traditional inheritance systems. In sideways composition, traits are viewed as independent aspects of an object, allowing for more flexible and modular combinations. This concept, originally called “aspects” in the 1970s, has evolved to become a fundamental principle in modern programming paradigms.

Metaprogramming:
Metaprogramming enables the manipulation of programs and data at runtime, allowing for dynamic modifications and adaptations. The example of suppressing and restoring object costumes illustrates the power of metaprogramming in creating flexible and responsive systems. Metaprogramming enables the creation of systems where objects can be modified and manipulated at runtime, providing a powerful tool for creating dynamic and adaptive software.

Implications of Sideways Composition and Metaprogramming:
Sideways composition and metaprogramming provide a foundation for creating systems where objects can be composed and manipulated dynamically, leading to highly flexible and adaptable software architectures. These concepts open up new possibilities for designing and implementing complex systems that can adapt to changing requirements and environments. The ability to manipulate programs and data at runtime empowers developers to create systems that are self-aware and self-modifying, leading to more robust and resilient software solutions.

Croquet and 3D Environments:
Croquet is a constructible 3D environment that functions similarly to web pages, with each 3D world acting as a web page and portals acting as hyperlinks.

Bridges as an Analogy:
Bridges are used as an analogy for teaching kids about physics concepts such as mass, acceleration, velocity, and forces.

Scripting for Masses and Springs:
A simple script is used to define the mass, acceleration, velocity, and location of elements in the bridge structure. The script also defines the stiffness of the springs in the bridge.

Tacoma Narrows Bridge Simulation:
A variable gusting wind is introduced to simulate the Tacoma Narrows Bridge collapse, demonstrating the effects of wind on a flexible structure.

The Beauty of Computational Media:
Kay emphasizes the importance of nurturing children’s interest in computational media as a new and beautiful art form.

Encouraging Children’s Engagement:
Kay stresses the responsibility of adults to help children appreciate and engage with computational media from a young age, recognizing its potential to inspire creativity and innovation.