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DAVID MALAN: I teach computer science.

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So thank you.

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So I indeed teach CS50, and I took
this class myself as a freshman.

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It was the fall of 1996,
but I almost did it.

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In fact, I got to campus
and I didn't really

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know what I wanted to do to be honest.

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I kind of gravitated toward,
I think, things I knew.

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Like, I thought back on high school, and
I kind of liked history, really liked

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constitutional law, and
sort of liked English.

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And so I very naturally,
my freshman year 1995,

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gravitated toward things
with which I was familiar.

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And I swear to God, I was
one of these students where

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I went into one of my first
meetings with my freshman proctor

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or RA who lives in the dorms with you,
and I can't believe she humored this,

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I went in with a 32-course
proposal with what I wanted to do

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in that first week or two of college.

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Most of which, I ended up not
actually taking and thank God.

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It wasn't until sophomore year that,
honestly, I finally got up the nerve

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and got the confidence
to sort of veer off

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of that path that just
felt most comfortable,

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and I put my toes in
unfamiliar waters and finally

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got up the nerve to take a class
called CS50 or Introduction to Computer

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Science for concentrators
and non concentrators.

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And that was only because
at the time, the professor

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let me sign up for pass/fail because
I indeed had this fear of failure.

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It was something unfamiliar to me.

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I thought back on high school,
and it was one of those areas,

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one of those kinds of classes to beware.

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Frankly, it didn't even
seem all that enthralling.

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I still remember looking through
the glass window of the computer

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lab in my high school just
seeing all of my friends

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kind of hunkered over computer
terminals, like, typing away.

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It just didn't seem interesting, didn't
seem social, didn't seem germane,

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and so when I finally got
to campus and put my toes

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in these waters in shop
CS50, did I realize

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that this whole field CS was actually
more familiar to me than I thought.

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And the reality is that it opens
your eyes to intuitions and ideas

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that you yourself might
already be familiar with,

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you just kind of need to learn how
to harness it and think about it.

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And indeed, most all of us have these
kinds of devices in our pockets,

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or laptops, or desktops in our
homes, and for the most part,

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we only do what people let
us do with them, right?

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We download an app or
some piece of software,

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and we use that because someone
else has made it for us.

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And yet, with this same machine
and with this same device can

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I actually build things, and create,
and solve problems of my own.

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And they don't even need
to be all that unfamiliar,

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so this is an old school problem like
looking someone up in a phone book.

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If we imagine this is a really big
whitepages with like 1,000 pages,

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and I'm looking for
someone like Mike Smith,

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this isn't all that different
from what happens nowadays

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on our iPhones and Android devices
where if you pull up your contacts app,

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you probably see all of your
friends and family alphabetically

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by first name or last name.

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And that's essentially what we
have in this technology here,

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and now if I wanted
to find Mike Smith, I

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could sort of start at the beginning
of this problem, look down at the page,

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and if he's not there, which
indeed he's not in the A section,

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I might turn a page, turn a page,
turn a page and not see Mike Smith.

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And so I continue proceeding
one more page at a time.

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This is incredibly tedious,
it's incredibly slow,

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but it is correct because if
Mike Smith is in this phone book,

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I'll eventually reach him.

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Now, of course, I could optimize this.

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I could think a little
harder about it, how

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to solve this problem not just
correctly but well, efficiently,

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and I could start to do something
like 2, 4, 6, 8, 10, 12, and so forth.

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That's going to get me through
the problem twice as fast

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and find like twice as fast,
but it's potentially flawed.

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There's a flaw, right?

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If Mike accidentally ends up
sandwiched between two pages.

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So I might at least have to double back.

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If maybe I hit the T
section in the book,

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I might have to double
back one page just

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to double check that I
didn't blow past him,

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but that too is not something any
of us are going to do in this room.

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All of us already have
the intuition for sort

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of opening this problem to the middle,
looking down, realizing, oh, I'm

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in the M section, so
Mike must clearly be

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in the right half of this phone book.

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And so we can tear the problem in
half, throw, if I may, half of it away.

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And now what's interesting
about this problem

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is that it's fundamentally the same,
but it's gone from 1,000 pages to 500.

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But the algorithm, the
step by step instructions

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that I can now apply myself are the
same-- go roughly to the middle,

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look down, and I say, oh,
I'm now in the T section,

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so I've gone a little too far.

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And so I can again tear the problem in
half, throw that half of the problem

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away, and now I've got 250 pages.

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And if I repeat down to 125 and
again and again and again ultimately

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theoretically we end up with just one
page on which Mike either is or is not.

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And what I realized
early on is that that

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is what computer science actually is.

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It's about problem solving.

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And we might bring to bear computers
and programming on those problems,

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but those computers are really just
tools that we use and means to an end.

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Computer science is not itself about
programming but about problem solving,

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and yet it took me years until graduate
school when I was back here again

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and this time focusing not
just in computer science

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but dabbling in an elective.

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I enrolled as an auditor in Anthropology
1010 Introduction to Archeology.

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I admittedly had this sort of mid-grad
school crisis where I wondered,

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why am I becoming a computer scientist?

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Archeology is a lot more
interesting, a lot more

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fun or so I thought sort of halfway
through my thesis work or aspirations.

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But what archeology opened my
eyes to was the interconnections

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of computer science with other fields.

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In fact, it's such a
simple thing to imagine

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going on Google Maps or
Google Earth these days.

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For instance, to pull up
something like the place

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we're currently in, searching for
something like Sanders Theatre and then

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thanks to technology, being flown
down to where we are right now.

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But in anthro 1010,
I had the opportunity

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to see my professors actually leverage
this technology in a much more

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compelling academic way
whereby we might have searched

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for the great pyramids zooming
halfway across the world,

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zooming down pretty low
thanks to satellite imagery,

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and actually be able to see not
just well-known artifacts like this

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but archaeological digs from which
my professor that semester had just

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come back.

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And he was able to give
us this aerial view

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and really open our eyes thanks to
software and thanks to computer science

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and its outgrowths to actually
exploring yet other problems still.

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And so it's not just CS plus archeology.

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I also realize quickly that I could
apply CS to frosh IM, so rewind

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a few years.

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Freshman intramural sports for some
time didn't even have a website.

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Back in the day, we signed up for
sports and walked across the yard,

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slid them under the doors of
the proctors, and registered.

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Well, I instead discovered that I
could actually apply my newfound skills

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and savvy from CS50, CS51,
and follow on courses

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and actually solve that
problem with software,

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but more generally did we
have this sort of opportunity

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to combine CS with other things--

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CS plus X, if you will,
where X, a variable,

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might be the arts, or business, or
engineering, humanities, law, medicine,

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sciences, applied
sciences, social sciences,

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or any number of other fields.

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In fact, at the end of this particular
course, this introductory course CS50,

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do we end the semester with a
campus-wide celebration of what

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the students in that class achieve
over the course of just one semester--

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students who were just like
you sitting here some year ago.

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In fact, in CS50, 53% of the students
this past year were first-year,

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62% of those are among
those they describe as less

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comfortable with the idea
of even being in a CS class,

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not unlike myself some years ago,
68% had never even taken a CS course,

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and yet at the end of the
semester at this so-called CS50

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fair are expressions like
this all around the room

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where all several hundred
students in the class

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come together with a
few thousand students

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and faculty and staff across campus to
celebrate in exactly what students have

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accomplished by a bit of new exposure
to a field that they might not remain.

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And indeed, the majority of students
in CS50 and in Introductory Computer

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Science don't stay within the CS but
take these ideas and new skills back

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to problems of their own domain
in a number of those other fields.

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In fact, just to give you a glimpse
of some of this past year where

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CS plus X was in fact personified
in some of our very students,

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Lyra and Sarah here
implemented an iPhone app

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that actually enabled people who are
color blind to effectively see colors

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by taking a photograph of
something and then telling them

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what the actual color is thanks
to the camera on the phone.

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Nick here implemented software
that used image recognition

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to take printed old school music like
this, run it through software that

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figured out what those notes
were so that he could then change

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it to be targeted at one
instrument instead of the other

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for which it was designed.

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Allison and Rita actually
implemented a site

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for Harvard student
agencies on campus here

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to facilitate the pairing
of Harvard students

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with high school students
for tutoring opportunities.

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Angela and Isabel, virtual
postering an event board website

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so that students could
publicize and bring themselves

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together across campus.

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Stephen and Stuti here,
a stock simulator iPhone

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app so that you could actually
simulate buys and sells of stocks.

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Chris and Enxhi here,
an app that actually

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allows you to compose a
reading list for yourself

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by scanning ISBNs and other such
decodes in the back of a book.

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And then lastly, folks like
Lucas here, who actually you

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can see him talking into an Amazon
Alexa at top right commanding

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his computer to do something,
so it's a car simulating

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the sorts of things that are very
much in trend in industry today.

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And then Billy, and Sam,
and Victor here, they

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wrote a website that
allows you to mimic text.

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So you read in and scan in text from
well-known dignitaries, or politicians,

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or authors, and you can
generate text that's

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very much reminiscent
of and statistically

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equivalent to the kind of language those
humans might have written themselves.

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Jeanette, and Ken, and
Mary here implementing

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a website that allowed students to
actually improve their bill of health

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by actually dropping the Raman and
getting recommendations for food.

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Alice and Ian, anonymous chat
servers for peer counselors.

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Luke, one of our students
at Yale, visualizations

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of NBA player's missed or hit shots.

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From the court, Mai-linh
and Maria, a website

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that allowed them to actually
stop themselves from using

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websites like Facebook and
other such distractions

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so that they could actually
focus on their own studies.

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And some of our students
even did something

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like this using virtual reality--

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the ability to put on headsets like
this these days and be able to look up,

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down, left, right and
actually see a virtual space

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that isn't physically here but is
recorded effectively or created

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in software so that you can explore
other areas beyond your present tense.

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And indeed, this is what we ourselves
in CS50 focused on exploring this year,

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CS plus X where X is
education considering

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how we might bring to bear this
technology to bring high school

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students, adult learners from around
the world to a place like this

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that we're all fortunate to
enjoy and experience and have

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as a place of learning and yet bring it
to others virtually around the world.

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In fact, this is a clip from our
first lecture this past year,

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and if you can see, at the
top there is a special camera

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that we put right in the
middle of Sanders Theatre here.

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And it's got eight lenses that look
up, down, left, right, forward, back,

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and via these eight lenses do we
end up getting essentially eight

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videos that thanks to CS50's team
behind the scenes, we stitched together.

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So all of these
individual circles you see

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become just part of a sphere to
create this virtual world around,

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and so long as you have
a headset like this

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or another headset like
this Google Cardboard can

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you actually achieve this
and experience this yourself.

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In fact, we ourselves in CS50
and our team of TFs, and CAs,

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and producers decided to go beyond
our own comfort zone this past year

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and define X in this case to be
an opportunity where X is dance

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and X is music, and thanks to CS50's
own, Lauren Scully and our production

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team, thanks to some of
our friends on campus,

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the Harvard Veritones, one of
the acapella groups on campus,

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did we head up to the Harvard
dance studio just a few weeks ago,

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build a 360 degree set like
this, plant that special camera

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right in the middle, and capture
the experience of song and dance

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in this virtual space.

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In fact, I think we have just a minute.

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This is perhaps best explained through
experience and not through retelling.

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Do we have a moment for one
volunteer from the audience?

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OK, come on up.

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What's your name?

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JESSICA: Jessica.

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DAVID MALAN: Jessica?

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Jessica, come on up, and as you
see, this young man here also

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jumped up on stage.

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This is Connor who was where you
sat two years ago at Visitas.

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This was him in that same first
lecture and he's joined CS50's team

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since to help us bring this together.

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Jessica, nice to meet you.

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So Connor's going to
get you set up here,

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and the one disclaimer
is that you have to be--

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and I should have said this before--

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you have to, one, be comfortable
appearing here on camera, and two,

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do you like surprises, too?

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JESSICA: I guess so.

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DAVID MALAN: I guess so.

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OK, we'll take that, and
so what you're about to see

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is just a minute clip from what we
think is the first ever collegiate

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virtual reality recording of an acapella
performance by the same group on campus

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featuring the Veritones of Niya Avery.

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And in three dimensions here, as I
switch our screen over, will Jessica,

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our brave volunteer, be able to
look up, down, left, or right.

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And if we could dim the lights at this
point, will you see on the overhead,

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thanks to the wire she's connected
to, what she's experiencing.

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And we can increase the volume, too.

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And there's Niya.

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So you'll notice that
she looks up and down.

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You're seeing exactly what she's
saying in this dance studio.

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[MUSIC PLAYING]

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JESSICA: Oh, woah.

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[SINGING] I tried hard to make you
want me, but we're not supposed to be.

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And the truth will always haunt
me even though it set me free.

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You haunted me, taunted
me all in my brain.

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Turn off the light and now all
that remains fills me with doubt,

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and I'm shouting your name out loud.

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Why do you want to put
me through the pain?

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I get the feeling I'll never escape.

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I can't hide away from the shame of you.

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Tears on the ground, tears on my
pillow, you won't bring me down.

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I'll get over you.

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This is to get me through,
and I'll get over you.

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I'll get over you.

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00:15:06,715 --> 00:15:12,703

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I'll get over you.

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When did you lose your emotion?

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When did you become so cruel?

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And if you want to cut me open, it
says a thousand words about you.

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In time, I know you'll leave
me like a distant memory.

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I know love can be so easy
if I start by loving me.

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You haunted me, taunted
me all in my brain.

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Turn out the light and all that
remains fills me with doubt,

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and I'm shouting your name out loud.

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Why do you want to put
me through the pain?

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I get the feeling I'll never escape.

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I can't hide away from the shame of you.

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Tears on the ground, tears on my pillow.

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You won't bring me down,
and I'll get over you.

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00:16:17,074 --> 00:16:20,567

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I'll get over you.

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00:16:22,563 --> 00:16:25,557

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Tears on the ground, rain at my window.

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The pain washes out,
and I'll get over you.

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These tears will get me
through, and I'll get over you.

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00:16:42,024 --> 00:16:47,014

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I'll get over you.

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00:16:49,010 --> 00:16:58,491

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I'll get over you.

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I'll get over.

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I don't need you to call me tonight.

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I don't need you to
see if I'm all right.

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You left me, so leave me, I'm fine.

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I'll be here getting on with my life.

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Tears on the ground, tears on my
pillow, you won't bring me down.

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I'll get over you.

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The rain on my window,
the pain washes off.

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I'll get over you.

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I'll get over you.

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[APPLAUSE]