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[VIDEO PLAYBACK]

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DAVID MALAN: You can still get it,
apparently, on Amazon, as we did here.

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But the motivation here was
to introduce cryptology--

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[END PLAYBACK]

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DOUG LLOYD: So this is
really the first time

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we introduce a domain-specific
problem in the course as opposed

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to the sort of back of
the textbook problems.

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DAVID MALAN: Yeah, and that's
exactly the motivation.

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I feel like too many
textbooks and curricula

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use fairly uninspiring
problems to reinforce material

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that may very well be good mechanical
practice, but don't really excite

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and don't really help you see the
application of these fundamentals

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to a problem.

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DOUG LLOYD: You think that's one
of the biggest pieces of advice

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you'd give to a teacher is to try and
make these problems more relatable

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or connect them to things that
students have seen in the past?

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DAVID MALAN: I think so.

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And it isn't even necessarily relatable,
because many students might not

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have dabbled in any form
of cryptography before,

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but most everyone can understand the
idea of or the need for encryption

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in some cases, even if it's like little
secret messages being passed in class.

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But I think creating an
exciting and in a learning

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domain in which to explore ideas and
packaging problems in a way that really

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does resonate with students, especially
when they're so increasingly surrounded

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with technology themselves.

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And they have passwords and
encryption on their phones,

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and helping them appreciate the fact
that those are not inaccessible ideas.

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They themselves can implement them.

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DOUG LLOYD: Right.

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