 Yn y gallwn eich cyfnod, mae mynd i'r pwysig hefyd a'r ddweud yn ysgol o'r cwrs. Rwy'n credu y pwysig yna, ru'n credu'r pwysig o'r ddoch yn ymgyrch. Rwy'n credu'r pwysig o'r ddweud, bobl yn ymgyrch am amser ddweud, ac mae'n rhi'n meddwl i'r ddweud, oherwydd mae'n oedd ymgyrch o'r ddweud, oherwydd mae'n meddwl i'r ddweud. Ond, bydd eich cwelch yn yr ymddyliau ddweud, ond y gallwn yn y ddechrau'n gweithio, yn yna'r cymdeithasol? Felly, ond y cwelch yn y ddechrau, ond bydd y cwelch yn y ddechrau, ond yw'n gwneud amddangos y penigol eich cychwyn i'r dyfu? OK! So, mynd ym mwyn i'w ddweud arall o'r hyn oherwydd a fyddwn i'w ddechrau'r oedd o'n ddweud yw'r ffeirthegau sy'n gyd wedi'i'r ddweud am ddechrau'u ei eisiau daeth yr eich eich ffordd o'r ffordd. Ym ystod o'r gweithio'r gyda'r ddechrau a'r ysgrifennu'r ddweud ac mae'r ddweud o'r ddweud o'r gail iawn, mae'r gail iawn. Mae'r gaeli'r cyfrifol rydyn ni oedd yn gwybod i'w ddweud But I had me that out in a couple weeks but hopefully everybody will pretend that... it's supposed to be 56 people in this bus and there's obviously not 56 people in the description no we just have to hope that everybody could piss I was to. OK so so there's this QR code... Cymru is my number three but you've already seen that so that's OK. I'm good with block trace. So why am I talking to you about development? So you've read this and can read this. against, its just nothing, it's just that we're a part of it, that's true, that's good yet, any more. You've need to be involved in the development process as well because... Yes, we need to be involved in the development process as opposed to just this separate bought on which you can offer the cure. One of the most important part that's famous is this, is that creative software engineers create beautiful code but they also create good user .. yma yw'r partisi oherwydd ei ddylai, sydd ei ddechrau amcelytru a'ch ymweld. Felly mae'r wrth yr ystyth yn eu gwneud Oesaf i'w ffordd. Mae ydych chi'n ddefnyddio'r wych nad oedd yn achos ei wneud yn cael ei cyfnod o holleg. Ond mae canfaithau yn ei ddefnyddio'r ddechrau, nid i'r cwmplicoedd y pwghaelbaeth ystyth yn ei ddefnyddio'r wcwmp hipnod... .. yn y cwmpffasu'r cyfnod, yn cael ei ddefnyddio bod yr ymweld yn eisiau ei ddefnyddio. a oesbygon Cy keenio cyfnodau iawn mlynedd ym un o'r bleachio'r ei geisail bicycle Ac Additionally, mae hynodydd fightingaeth cael ei coincreit y fוא iawn Ac es Primnwys, yкwm eich cyfnod arbenniged, geispped Felly Fe yna gw unfinished mae angen be devi blaen wedi heb gwomba newyd Ac mae swydd geniad ti'n grom funded a nu wedi gweld eich wneud oса Quad philanthrop Dyna'r cyhoeddi yn yr unig yn rhywbeth ddiminu'n ddiminu yn ysbyty'r iawn. Dyna, oedd yn ddiminu, oedd yn adrodd i'ch credu'r cyhoeddi. Dyna fydd e'n bynnwys i'ch gwybod fynt ac yn y meddwl iddyn nhw'n cael ei wneud. Edyd i ddim yn wneud y gallu cyhoeddi. Mae'r ystafell yn ôl yn ddatblygu. Mae'n gynhalad yn ddiwg fel drabaeth yn ddweud yng Nghymru. Mae'n defnyddio'r ddaraf yn bethau rhywfodol, ac ynddyn nhw'n ei gyddon chi fod yn amlwg chi ddatblygu, a wnaeth di ddweud e'n ddefnyddio'n ddweud. Mae'n youriad yng Nghymru, mae hynny'n fawr yn ei gael yn eu llwdydd. Mae'r ystafell yn fawr yn ymddangos iكل, ac yn ymddangos. Mae'n ddweud ac yn gyd, mae'n ddweud yn fawr yn ddweud. Rhaid i ddweud y gallwn gwirioneddau gyda'r cyfnodau, mae'n gwybod y byd yn gweithio'r cyfnodau, yn symud y byddai ei wneud ar y cyfnodau sy'n gweithio'r byd yn mas. Felly mae'r gwybod yn gweithio, mae'n mynd i'r bobl i'r gwasiat ddydd, mae'r gwybod yn gweithio'r cyfnodau, ac mae'r gweithio'r byd yn gweithio'r byd. Yn gweithio'r byd yn gweithio'r byd yn gweithio'r byd a'r byd? Rwy'n gweithio'r byd yn gweithio'r byd. staff. Cymru'n ganddo diwrnodau. Hefyd, rhywbeth ddim siaradau. So, mae'n cael ei fydd oed yn wneud o'i ddofod y gwirio, mae'n gweithio'n gwirio'n mynd i ddweud … dysgu'n cyfalb, a chydwellwch ddiad o'i ddau deabolo gan gweithio. Ychydig yng Nghymru nesaf yr hyn sy'n ddigon i chi. Mae yma'r partnership wych yn gallu'r ffawr, gallwn i chi'n gweithio'r famaan quadru. Mae'r mae bwysig, ei wneud hon, wedi bobl yw'r bywau gyllidol yn yr acriol? Mae ychydig maen nhw'n gallu o'i ei ffawr doeth amser. Mae'r bywau'r bywau yn yr acriol er mwyn o'r broses, maen nhw'n gallu'n bwysig o'r rhai o gyllidol wedi cyllidol, i wneud o'r bwysig o ymgymru. Mae'r bwysig o'r bwysig o'r bwysig o'r bwysig o'r bwysig o'r bywau. erbyn y dyfodol i'r cyfnodau ar gyfer y parwyr yw'r cyfnodau ar gyfer y cyfnodau yma, ac mae'r unrhyw eich cyfnodau ar bach. Felly mae'r cyfnodau ar bach? Mae'r cyfnodau o'r cyfnodau a'r cyfnodau o'n cyffer ac mae'r cyfnodau o'r cyfnodau i'ch gwneud yng nghylch am ddymlo'n wneud y bach, have experience that users can have with a dual screen tablet where you could move between screens very easily you have a very much graphic design feel to it but there was no particular endpoint directly for my start those are the good places to work so agile is good for user experience yn sefydlu'n gweithio ar gyfer maen nhw'n defnyddio a oed nigaf, sy'n meddwl i'r sefydlu i'r rai helyst ac yn ei wneud i ddweithio. Felly mae'r dweud i'r dweithio i'r dweithio. Oeddwch chi'n holl i'r ddechrau meddwl ar gyfer! Felly a chomonasio am neuadurion, mae'r dweithio i'r dweithio ar gyfer? Nid ynyn sydd wedi cael fynd i'r dweithio ar gyfer. Dw i'n gallu gwybod, nad yw'r dweithio ar gyfer am bwysig yng Nghaff, Eish sort of, it is kind of. Wel, agile in the notes. Obisly, there are these four principles for agile development. Now, obviously the agile was kind of first discussed back in what, 2000 until 2001 it was a snowbird in Utah where you got a number of software engineers and livenaries getting together and writing down what they thought software engineers should be about. ac hynny fod yn wiring oedd morhera iddyn nhw gweld a'r cram... ...a gydag o'r ddau i ei wneud i chi dden nhw'r hyn sy'n iawn. Dyma ei wneud i chi wedi ddysgu o'r prosesau a gŷtau. Yno ydym yn iawn y cymhreid ymермysgau yma a'r cyfnodol yn ymddillod ac yn ni weld'n gair. Bydd y fydd yn ymddillod ymddillod dda'n mewn cyllid yn ymddillod. Pryda'r cyfnodol yn ymddillod am ysgol, yn ei ddyn nhw'n cyfnodol. Felly mae'n cael ei chynghwys iawn wrth dyma yma, i ddim yn eich cymdeithasol. Mae cysgwys iawn o cofidliadau, felly mae'n cei ddwygfodraeth a fathfodol, mae gynhyrch mwynliadau a'r llun i bryd. Felly mae'n cael ei wneud wrth yr hyn yn hyn, i dda'r cyfrant yn yr awdurdod. Felly mae'n ceisio yn gwneud fath o beth o'r prosieplio. Felly mae'n ceisio'n gwneud mewn fath, felly mae'n ceisio'n gwneud roedd yma, am y cydwyddiwyd y cwestiynydd sy'n ddegwydd. Rohan y gwybod i wneud hefyd y terus ar hyn? Felly, rydyn ni'n meddyn nhw'n cael ei ddweud. Rydyn ni mwneud i'r hyn o'r blod? Rydyn ni'n medd Cywcio gweld y cyfnod ddechrau, ond bydd yn cyflod yn agon i nesafol yn y gymryd. Felly, mae gennym mu wneud ar y cyfnod. Roedd efallai, cydweud, felly'r bynnig yn falch gyda Llyfrifredeidio. Mae ydy'r cyhoedd mewn ysgrifennu. Mae'r problemau penderfyniad yn ailut i'n cael eu bobl. All привyg o hyd yn ddechrau, dwi'n meddwl, dwi'n meddwl. Felly y byd ymlaen i'r meddl yn ddechrau. Roedd y cerddoedd a'r problemau ynemyr i'ch gael gyd, Ieisio gweithio fyddwn i'r gweld yn y bwysig o'r cyfle i gydag er mwynhysgol. Felly, mae'n gweld i'n gwybod, mae'n gwybod i'n gwybod i'n gwybod i'w ddechrau, gyda'r gwybod i'r gwybod i'r ff Bioengineerau, yw'r ysgrifennu sydd yn dweud y llefyn i'r bwysig o ffiown i'r cyffredinwyd, a'u gwybod i'r bwysig i'r gwybod i'r bwysig. Dyna'r bydd o'r bligolol sy'n amlwg y pwyld yn lleol nhw'n meddwl i'r blaen. A phroblem o'r beth sy'n meddwl swyddfa mewn meddyglwnig yn bwyd arall, o ran eu chynethau cernol, mae'n yn meddwl i fewn ymddiol yw'r fil. Mae'n byw'n meddwl wedi'i meddwl ar y llwyddiwedd mlyneddol ar gyfer y prifredy defnyddol yn meddwl, mae'n meddwl i'r bobl yn dod i'r meddwl dechrau gan roedd ei ddechrau, ale chyfe ni'nes i fel amser yn meddwl. mae'r ddysgu'r haf arwad yng Nghwytaeth Cymru yn dweud ei fod yn y gyrdd. Rwy'n dда'n meddwl ei fod yn dechrau gwybwyr. Mae'r gwahanol yn ei gynhyrch. Mae'r ddysgu'r gyrdd yng ngyfodol. Mae'r ddysgu'r gwahanol yn ddysgu'r gyrdd. Mae'r ddysgu'r gwahanol yn ddysgu'r gwahanol. Mae'r ddysgu'r gwahanol yn ddysgu'r gwahanol. Felly mor genny'n gwneud yw ddim yn ddigon i'r gweithio arwain o cael bwysig. Mae'r gweithio arwain o'i gweithio yn odd i'r gymunedol i'r cyfrannu. Pe bydd eiblu'r ddylch yn y dyfodol wedi bod yn allan'r twyriau ydw i'r gwneud. Felly ni'n braen nowe'n fforddaint, ffordd dwy ryw, ffordd dwy ryw. Felly ydych yn ei dyw yr hynny ar y dwi'n ddigon i'r gweithio arwain. Mae ceisio, fel y bwysig oaf, y gallwn mae'n iawn ni y pethau gwahanol maen nhw. Mae hwyl yn cynnag y troon. Mae hwyl wedi myfnwyr ychwanegwyd a hwnnw y cwestiynau eich nu. Rydym wedi bod hwyl mae'n gweithio fel bod ychwanegwyd yn gweithio i. Chewebyn dechrau am y dywan mae gyrwpeth ydw i os mae'n gweithio i os ydw i? Mae hwyl yn gweithio i os ydw i? Mae'n gweithio i os ydw i? Mae hwyl yn gweithio i os ydw i? depends on the data or knows what the correct answer is because or the answer they want is." And the reason why that is is because we can manipulate the statistical process. We can manipulate the analysis process to come out with the answers we want if we really want them enough, okay? Even if we think we don't. So the idea of these separation concerns through all the fields of experience and not just these experience, all motion factors is the same with clinical trials, for drugs. It's the same with psychological trials. Felly, mae'r rhwotau, mae'n byw i'n bwysig, mae'n bwysigwyddenniwyd, felly mae'n bwysig bod ymwysig o'r proffesio ar gyfer sig, a'r credu cy freely, sy'n ddau'n uchydigol a gwneud gweld. Yn hollwch ar gyfer sefydliadau, i ni'r rhaid i ni i fynd wedi ei wneud i yw Llywodraeth wedi i ni yn drefnodDox ddim yn fawr. Mae'n rhaid i ni i fynd i roi ddechrau, bw explainiwyr amdannu yn y tyfan. So we need to, well we don't need to, but we ought to be aware of those, because certainly the web service is a description language whereby you can give a description in data and it will generate you an interface for the web service. So that's a real separation because you've got this web service acting something and then you've got your requirements going into that. So everybody knows about the grid. The grid computing. Anybody? No? Yes? Yes. Grid computing. Tell me about grid computing. So there isn't many machines to... Okay, so grid computing is many machines to first establish, but not just that. Grid computing publishes a list of functionalities that says these are the things I can do. Okay? And then it's up to the interface or the interaction that you're having to decide what you need and what and how to process it. So there's a massive separation of concern there from processing to what's required and getting the data through to that process. You don't care where the process is occurring. It can occur somewhere across the world. Why do we care? As long as the process occurs. So that's part of this separation of concerns. Okay, so I would rather develop an open source. So that's something that you should know right now. I'm not very much into this cathedral aspect. So has anybody read this book? Cathedral was on... Okay? What did we think of it? Yeah? Good. What was your view in the end? I liked it quite a bit. Cool. Well, yeah? It's quite pretentious. He thinks to place a lot of steam on the pachyculture and the open source culture, I think. I don't know. It was pretentious, but it was valuable at the same time. Pretentious, but valuable. He places a lot of sauce on the pachyculture. The open source culture. Well, I mean, I do that. I'd replace a lot of emphasis on that too. The reason why I think this is a great... These are good lessons, is that with open source, with openness, you get the ability to extend from something that... and we'll see that from our principles of the user experience, is because we want to extend beyond something that we didn't originally intend the design to work for. So, by having open source, we allow ourselves to have some... to have some... to see something called emergent behavior, okay? So, we'll see this as well through user experience. So, this concept of emergent behavior is everywhere. It's emergent because when it was designed, we didn't expect it to work like it does now, okay? It's kind of gone off on its own and it does its own thing really by all the people trying to do their own thing in it. Okay? So, the timber has been detected by that to happen. And you'll see that in the model for websites, emergence is now written into the actual cycle because we just can't tell what's going to happen when we put lots of people... when we give lots of people the technology and we'll use it as they kind of like. So, if it was a closed model, then that means that because that model might not be conforming or the usage of that model might not be conforming to the expectations of the people who have closed that model, the corporation, then there's a problem with looking for that emergent behavior because the emergence is not working. So, that's one thing why it's good for user experience, but it might not be good for everything that's good for user experience. Okay, we're not going to have a good break, obviously, and we're getting on to people in computers. So, this is something that's been shown on Notesport now, and this is a part that we're hoping to get you about a bit more. People in computers. This is, again, a background, if you like. So, this is more about letting you understand that there are lots and lots of different needs and abilities out there. We need to look at those user experience. The first thing is Jeff Raskin. I've mentioned him before who wants to prove that they were listening last time and tell me what they were doing. Nobody wants to tell me. Nobody was listening at all. Nobody knows, yes, he was the apple guy. Good job. What's your name? Doug. Doug, excellent. Excellent, right. So, yes, he was the apple guy. So, Jeff Raskin, you might design lots and lots of bits of software, bits and bits of hardware, actually, and most famous on there is the apple, where we looked at the interface for the apple. It wasn't a big, it didn't like that much, because they sectioned the locus of attention, this idea of attention and where you put the locus of that attention. So, for instance, in most user tasks in software, in devices, we're looking or we attend to a certain point on screen or a certain activity or a certain process. We're often not multitasking, we don't multitask very well. It takes us a bit too long to section out the multitasking, which we do in real life quite well, but not when it comes to technology very easily. Now, we also can see this in that basketball playing video that I showed you earlier on in the course. You know the one where it's about attention blinders where you're so focused on one thing that you just don't see the other stuff around you, and that's all about this locus of attention. We also did some other work, we did some work here, actually, which looked at automatic updates on websites. So you know the JavaScript kind of Ajax update whereby you do something and little things pop up, little coloured widgets or little coloured notifications pop up as you're doing things. And the reality is that unless they're very big and unless you've actually initiated them, when you're concentrating on something, you just don't notice that they've even happened. So we get a massively statistically significant score from that, that people just don't look at these things unless they're 400 pixels across and that they've actually executed. They're expecting it if you like, expecting what happens. So the locus of attention, which is Jeff Rashford's thing really, is something that you should consider when you're creating all of your software and all of your hardware. Are there multiple points where you're expecting somebody to divide their attention on screens, on pads, on iPhones, those kind of things? Because if you are, then you'll need to think about how to notify that person that something's happening because the locus of attention will be focused on the job at hand, not on stuff that's happening around. So the bit on this point is that we're variously skilled. Humans are variously skilled. We've got lots of different skills. We're heterogeneic society, which is good, because otherwise if we were all the same, then we'd all be dead by now, I imagine, because we wouldn't be able to survive a lot. So the great benefit is that it's heterogeneous. So that also means that we're variously skilled. So technology is not an image or skill match. It matches up well with the requirements of operating technology. So this is what we're trying to do. Your user experience work is all about making sure that the skills of the individual and what their skills are and what their natural abilities are match well to the software, to the devices that you're creating to you. And that's very difficult because obviously you're creating one device where everybody, you're not creating 400 devices, 400 different groups of people. Okay, so there are two components to this. Training the human to accommodate the needs of the technology and designing the technology to meet the needs of the human. These things will occur, but the better we do better, the less we need the former. So if we actually design the technology to meet the needs of the human, the human has to train less. There's always going to be some need for the human to actually train or be trained or to understand the device or to understand the technology, but you need to reduce that massively. So if you're thinking that you're going to create a software system and stick out a manual, a great big manual, obviously a great big thing in software engineering is RTFM. You all know what that means? Yes? No? You mean the F-ing manual? That's the response for most. Okay. Right. Yeah, no one needs a manual. Okay, no one really does need a manual. But that was the thing that we thought would occur. That you can create a great big manual with everything in it and then pay it off to those and you just understand how to drive the software by leading the manual on the device. And we can see that that's now shrunk down massively. But still there's a need for training. That's why there's lots of training courses in computers, okay, and devices and how to use your iPad and the missing iPad book. I don't know why there would be a missing iPad book, but there is one. You wouldn't normally realise. What I'm trying to get across is that you need to think about these. Is it something that you know that seems obvious to you when you build your software, but isn't obvious to somebody who's not skilled at this software because they're just even buying this as a piece of consumer device, say. Or a piece of consumer software. That they're not interested in, you know, reading a manual or anything else. They just want it to work and they want it to work with as little hassle as possible. So you've got to think about these things. So, if you're creating, this bit is key, training the humans to accommodate the needs of technology and design the technology to meet the needs of the human. So you need to really do a good design to meet the needs of the human and forget about training, because it's never going to happen. Really, yeah? Okay. So there are a number of different ways that we get information in, that we perceive the information. Okay, so let's just go through and find out what those ways are. So the first one, what's one of the first ways, what do we think is one of the most primary ways we perceive information? Vision, yet we're using tactile, okay? So vision, tactile, any more. What are the ways to perceive information? Auditory, hearing, yeah? Sense. They're all senses. Touching or something? Touching, okay. Yeah, we've had touching, yeah? Any more. Yes? Smelling. Good. And what's also linked to smelling? Taste. And do you think there's been interfaces built for all of those senses? Yes, there's been factory interfaces. There's interfaces for smell, interfaces for taste, interfaces, haptic interfaces for the feeling back and for touch, the gestures. There's obviously, Auditory has obviously vision. All of those things, okay? And input, come to that, as well as some others. So when you think about your designs and your creations, you can't just think that the work you're going to be doing is always going to be in a nice operating system framework where you're going to be banging out code for windows or Mac or something else. What happens if you're employed by the family, okay? And you need to make sure that pilots have a good situation when it's what happens if you're employed by, we've just got a little bit to say, in American peoples. Lots of work done by Mac and Apples on between interfaces. Okay? What happens if you're employed by, you know, one of these frameworks that wants you to think differently about how we can actually make interfaces better, combinatorially, but maybe, okay? If all gestures, people wouldn't really think much about gestures, gesture interfaces, okay? But now that's all we do. So if somebody had to have that thought, oh, we could use gestures. Now it seems it's simple now, it seems easy now, but that wasn't the convention 10 years ago. Why would it be just telling you about vision and sound? And that's it, because there's nothing much more going on. So you need to think differently about the kinds of expectations of input and output that people have. And we're going to do, we're going to look at that in a bit more detail next week. But for instance, how do you get input if you're, say, deafblind? How do you make, get input from a computer? How do you just account for it? That's something that would be difficult to understand, maybe. But similarly, what happens if you were in fighter aircraft with lots of smoke in the cockpit? You don't have, you know, you might be deaf. So you might be deaf because of the noise, you might be because your headsets aren't working properly, you might be blind because there's lots of smoke in the, you know, in the cockpit, what do you do? So how can you get input? Yeah, the cockpit could do, yeah. But that's millions of pounds worth of... Well, how do you know you're about to die? Well, you can put it out. You can put it out. Can you do what's your account to apply on the window? Yeah. You can just park up. Okay, so you need to stop it. So think a bit differently about the kinds of input and the kind of output. So there's over 50 different areas of the brain that's to deal with vision, okay? So with vision, we've got lots and lots of data input and we resolve it really well. That's one of our key points, that's one of our key features. Obviously we've got blind spots which are filled in by the eyes because we've obviously got the nerve bubble that goes out at the back of the retina. So there's no cones, there's no sensory cells where that nerve bubble goes out. Yet we still see, we don't see a big hole, okay? That's because our brain processes the data and fills it in for us. So that's a blind spot that we have. Okay, so you can see here that it's an equal division between the eyes. So if you've got eyesight that allow, if you've got one eyesight then obviously you're not going to see quite the same. You also aren't going to have depth perception. If you've got some kind of macular degeneration then you might only have peripheral vision, okay? Or you might have tunnel vision where you can only see a very small spot in front of you, okay? Now these things, you might think, well, what are you talking about these things? These things are like for the disabled people, they're well-telling them because there's lots of similarities between seeing a very small spot of an application or information on the front of a small mobile phone. It's very similar to tunnel vision. Can be, okay? So that's why there's applications in mainstream computer science. We're going mainstream user experience. So that's the first thing. Now what we're looking at now is we've got the inputs coming through the eyes here and the eyes are actually joined directly into the brain through the nerve bundle. So that's why the updates are very fast, okay? Normally, updates coming up the spine are actually quite slow, okay? Comparatives speaking. But the closer everything gets to your brain, obviously, the better it is, the faster it is. Now there's no, actually, of the brain where the most direct connection is to the brain from your senses. Yeah. Is it your ears? No, no, snarl, okay? You've got a direct nerve going straightly from your brain down into your nose, okay? And that's exactly what smells like. And the mucus that's in your nose is there to protect specifically that nose, okay? And to transfer the actual data, okay? Transfer the molecules, the atoms, okay? Okay, let's move on. Hearing. So hearing is quite obvious, okay, it seems to us that you've got these ears on the side of your each side of your head and incomes the sound, okay? And by a sequence, well actually it's a sequence of very small bones, three small bones, the anvil, the hammer and the stirrup, okay? Stirrup is the last one. So the stirrup looks like this, okay? And then you've got the anvil, which looks kind of like this, but not the anvil, but the hammer, and then you've got the anvil as well, which is kind of a bizarre shape to bone. I can't move my shape around. It's like a bizarre solid shape bone. But this thing here, the stirrup, is important because it connects to the cochlea, okay? Which is the bit where all the data, where you're going to sense the data, sense the sound. Now, why don't you think that there are this set of bones doing the connection? You can see all the time the sound. No, it's not quite that. You can't get in there, but not quite any others. Yes? Do you mean vibrate with the sound that comes in? Yeah, so they vibrate with the sound that comes in the ear, but what they're to do is to cut out the very high noises and to amplify the very small noises, and that's why we've got the hearing range between 5 and 20 megahertz. So it's so that you don't destroy this bit, the sensitive bit. That's one of the main reasons why we're there. Now, this thing here, the cochlea is spun up. It's like a cochlea is like this. Is it going to look a bit wrong? Okay. With a stirrup just here. Now, this is when it's been pulled out, extended. Normally it gets a spiral, okay? But there's no point in saying that. So normally it's a spiral. So this thing here, which is called the basal membrane, is the thing that has got the actual nerve cells connected to it that go to your brain. What happens is that all this is filled with fluid and there's little hairs on this basal membrane and these hairs as the sound waves go in this way, the hairs agitate. And so the basal membrane looks like it has a base named Bex and the high frequency sounds are detected here. Think of it as a massive scale. Low frequency sounds at the top. Yes. But they can get detected in parallel. And then the nerve signals go off into the auditory cortex which is there specifically. Different parts of the auditory cortex process different frequencies of sound, okay? So that you can hear in parallel. Now, the thing that's important, that if you do, I will just drop this terribly, terribly apart. What would this could say? So the thing to think about for this is that it's not just about sound going into your ears. When you put your headsets on, does that sound, does the sound coming out sound like speakers? Does the sound on your headsets sound like free-standing speakers? No, why not? What's missing? It's a space around your head. Noise. Noise, that's true. Reflections. Reflections, yeah? What about for our heads? What about for our heads in general? Directionality. Directionality. So, but one of the main things which it also misses is that you can see you've got these direct sound paths and indirect sound paths, reflective sound paths which you don't get on the headset because obviously it's mostly directed right into your ears. The other thing is bone sound. Okay, that's a big component of sound. Bone sound. So that's where the sound waves are hitting your head. Okay, creating a vibration and that adds in to your hearing which gives you, which is called the bone sound. So therefore you can actually hear things in different levels of detail. You can do better spatial isolation. Okay, because you're not just picking up from your ears, you're picking up from the bone, the vibrations through your bone and through your body, mostly through your head. Okay? But you can feel it through obviously through your body. So these are the things to think about that if you're trying to do something that's really good auditory, my auditory, speaking of headsets, they're going to get you so far but not that far. You might want to have some other kind of vibration system. Maybe we have a little vibration system that comes out onto the head from the headset. Okay? To aid better 3D spatialisation. That kind of thing. So these are the kind of things you need to think about. Okay, touch. So we've got touch and there's also, with touch we've also got other things called haptics. Okay, haptic information feedback. Okay, so we've got touch. I'm not sure about, actually obviously, I don't understand what touch is. Here, we can see that obviously, you've got a probe being stuck in and you can obviously feel that. So this is because various nerve fibers and nerve cells are being deforted. Okay, so the way that this works at a small level is that you have a nerve fiber and in that you have what's called channels. Okay? Ac mae'r bwyd eisiau, ni'n meddwl yna, mae'n meddwl eich rhan o'r bwyd, ok? Felly byddai'r bwyd yn hynny'n ffordd i'r bethau cyfnodd. Felly mae'r bwyd yn hynny'n meddwl eich rhan o'r bwyd yn hynny. Yn ni'n meddwl eich rhan o'r byd, mae'n meddwl eich rhan o'r bwyd. mae pob oed yn oed hyn yn gwcwyddiad y mydal yn sgwm ag yw. Fy mae'r mydal yn gwcwyddiad, mae'n oed yn gweithio. Mae'r mydal mae'r mydal yn oed yn gweithio o'r hoffo sy'n chymreig ac oed yn swyddi'r C integeryn get interacting is transport nodes in the� with centrensigo. So that's how it works. When you approach something what I'm doing, what I'm touching my phone now, is that all I'm doing is deforming this nerve channel so that more of these positively reported or charged ions can come through and that will send a signal from my nerve into my spine up to my brain to say there's been a change. Mae cefnodd yn fyddenig i gynnyddio gyd yng ngyrdiad defnyddio. Da. Rhywbid wedi bod yn gyfu cymrydol ar gyfer cyfrydol yn gyfer cymrydol. Mae cymrydol llwynt yn chwarae i gyd yn ei wneud hynny, sy'n cynnyddio cymrydol. Mae gwaith gymryd yng Nghymru. Felly mae'r cymrydol yn cyfe플ig a dyna'r complain ei gyd yn fwy o'r cyfeffordd. Ydw i, mae'n fyddwch chi'n meddwl i'ch gynnyddwch nhwddai sy'n ystod am fewn hynny, ac mae hyn yn fan am y lleidr. Rhywb yn yr ystod, mae'n rhan o gwneud o'r ddweudio'r ddweudio erbyn amddangos, dwi'n meddwl y ddweudio ddweudio'r ddweudio, cyfnodd iddynt i ddiogelio'r ddweudio'r ddweudio. Fawn dwi'n trefnwyr eu ddweudio'r ddweudio'r ddweudio. Ty서, os ydych chi am gwaethaf, yn ddigonol yma rywbeth yn gwasanaeth a'r llwysgrwyff hynny'n ddilyn y tu... ...eg ydy'r llwysgrwyff ac maen nhw'n iawn y pwrdd yn ddilyn sy'n ddilyn rywbeth. Dwi'n gwybod i fy holl diolch am y rai casir. Yna'n mynd i dwi sefydli fel chi ymddach yn ei ffrindlygiad, ac mae'n mynd i weld i'r llwysgrwyff... ...ach yna'n mynd i ddilyn y ffrindle ti'n mae'n mynd i ddilyn. Mae Llyfrgell a Llyfrgell yn fawr yw'r digon. A dyna fyddwn i'n ddysgu i'r newydd o'r Skol Llyfrgell, mae'r llai o'r Cymru, oherwydd mae'r Llyfrgell o'r Llyfrgell. Mae'r Llyfrgell yn ddod, dyna mae'n ddysgu i'r Llyfrgell. Mae'r Llyfrgell yn ddysgu i'r Llyfrgell yn ddysgu i'r llai o'r Llyfrgell yn ddysgu i'r Llyfrgell.endaeth yma, doe'rчaf d graduating the smell allows you to better execute that task as you can remember it better Ysgrifenn i chi'n gweld y smell oedd yn y system gofyn y functionality iawn bobl syniad, ysgrifenn i chi'n gollus o'r reactio Datuolwch. A dyna'n hyn o'ngartwch â'r ysgrifen oherwydd, jynt o'ch glwethaf, i gweld tynnu sy'n hynny ryngwys i'r plwg a'r llwydd ynghyd. Ond oherwydd y smelfa nawr eich cyntaf, o ffordd a ffordd, o ffordd a ffordd, o ffordd i'r cael ei wneud. Mae'r llwydd, o ffordd, o ffordd. A'r llwydd yn éch amser oherwydd, mae'n ddweud. Rwy'n dechrau, mae'r cydweithio cadw meddwl ffasgau, a'w ddweud arall o'r llwydd cymryg arnyn nhw, yn ddweud. A'r ddweud, mae'r ddweud yn cerddurol, ac mae hyn wedi gweld reislen yn rhan o'r maen o'r rhan o'r cyfnod, mae achos myfyrdd, rhan o'r cyfnod. Mae'r rhan o'r maen o'r cyfnod, mae'r rhan o'r cyfnod yn rhan o'r cyfnod yn rhan o'r myfyrdd, ac mae'n fydden ni'n gydnos. Rwy'n iddynt yn llawer y le. Yn mor mwynter cyllid, mae'n gwneud hunun o'r gyfrifodau yma, ymweld â i'r cyfrifod oed... maen nhw yng Nghymru, gan y maen hwn yw gwir. Okay, dwi'n gweithio yn yr hunain, beth mae'n gwneud wartyn yn gwahanol yn dweud ti'r bryd. Yn dweud ar y ddylch, rydyn nhau y mae'n dweud ar y dylch. Rhyw meddwl, i gyd i'n meddwl gen i'r meddwl, yn y dylch i'r meddwl, rydyn nhw'n meddwl ein hynny yw iawn yn llai symud rydyn nhau r�au yn ein hollol yn meddwl, yn llai symud nhau rhodd, dyn nhau'n meddwl yn llai symud rhodd. So ydych chi'n eitem yn meddwl o'r eu bod wedi pawb' arddangos i'r hyn. Prydwch i'r ymdigol yn fan ei fod yn ei ganll Transylgwr i'r hyn o'r cyfrifiadau sagwyr. Dwi'n meddwl o'r cyfrifiadau gennymau sylwg oherwydd ei fod yn y eu cyfrifiadau sagwyr. Byddwch ei fod yn ddim yn meddwl o'r cyfrifiadau ar ychydig yn cyfrifiadau sylwg oherwydd ei fod yn y gynrydydd, ac pa'r cyfrifiadau yn sefydliad yn ddillawdd ymyl yn yw eu buswi yn y buswi ychydig. But it would be at your height. No more time. And what, for us, is this thing. Skill to habits. These are the things that people do when they're looking at the interaction in the air and interfaces. The skills and habits they can do the actual jobs they can pick up. Not necessarily facts and events. Kind of less. So it's this stuff. Ieithi'r ysgol wedi'i cysylltu'r dweud o'r prasim. Fe dweud y cyflwyno'r ddau, ac mae gennym ni'n ddweud yn ddweud o'r ddweud yn ddweud. Ac mae'n gweithio'r ddweud, mae'r ddweud o'r ddweud, mae'n ddweud o'r ddweud o'r ddweud, sy'n ddweud, mae'n ddweud o'r ddweud o'r ddweud. Mae'r gwaith llawer yn rhywbeth. Mae'r gwaith sydd ynmysgfaeth. Mae'r gwaith bod yn ymwysig ddim yn rhan. Mae ddweud nodi yma yn ei gwaith arall. Ac rydw i'w wneud i'w rhesaith hynny, rydw i'n gofyn yn ei gwaith ar gyfer, ma'r reddlu a'r adeilad iddyn nhw yi'r cyntaf yn gael llawer yng Nghymru, ei wneud i'w rhannu'r cyfo'r tasydd, ddaw'r gwneud â llwyddi, Fa ydych chi'n golygu'r gyda'i hyn. Mae'r cîm hwn yn orsos yn hyn, mae'n cymwysg hon ждithio rheol yw hwnnw. Felly mae'n bodi dw i'r sefyllfa gyforol. Felly mae'r cyfwysig yn cymryd yn byw. Mae'n gael cy iechent i ddweud gan gwaith. Mae'n gael cydweithio iddyn nhw i fynd i fyw i, bobl cydweithio'r gweithio. mae'r gweithio yn cymryd yn cydweithio'r gweithio, mae'n gweithio'r holl ddwy ddim, a hynny'n gallu i'w ddweud y gallwn eich bod ni'n dweud iddyn nhw'n rhoi'r ddweud y cwmwysig. I ddim ni'n ddweud y cwmwysig. Felly Pan oedd beth dyfodol ar dda'r cyfwysig. Ond, hanbylch ar mwyn o'i ddweud ffasgwys. Beth yna ddweud o bwysig? Felly mae'n ddweud o bwysig o ddweud ffasgwys. Ond, ddweud i'w ddweud, wrth gyd yn gyda'r cyffredinol? Roedd yw'r ffaith beth sy'n rhoi phennwysbeth o'r ffaith-iwn. Mae'r norm希望 yn feelieithio'r ffaith-iwn, o'r norm sy'n rhoi rhan on ei fod. Mae'n bod yn i ddweud yn eu hunanc. Felly mae'n i ddweud ei fod yn oed yn ddweud eich hunain yn llwyth spheithau. Cymru gan hynny o'r rhan o gyfredd anharu, mae'n ddweud yn wneud o'r norm, o'r norm sy'n rhoi'r norm sy'n rhoi'u cyfliadau? Mae'n ddweud o'u cysylltio yn ddweud i ddweud. Felly ble mae'r eich cynyddu fryd am gy�서fn, mae'r eich cynyddu mewn'r eich cynyddu dawnod, a'r ydych chi'n gweithio fe'ch cynyddu ddramadau. Rwy'n bros jagr i'w cherdd. Mae'r eich cynyddu ddramadau, wedi'u cael eu cael ei ddechrau eich mynd i ddechrau, mae'r eich cynyddu iddo. Mae'r eich cynyddu ddechrau i'w cael ei ddechrau i'r ddechrau fel ddigwyddau eich ddechrau erbyn. Mae'r eich ddramadau, rwy'n gweithio, hetwn." If you look at what they're familiar with themselves anyway, pre that. First of all, kid don't have this idea that they're going to break it, then just keep messing with it. So that's one thing. The second thing is that if they were way familiar with certain types of games, or interaction, interactive scenarios or those appearones, then they can easily transfer those interactive scenarios and found it'sself. So the intuition of it... Yn y cwm yn dweud y ddweud y cyfnod mewn buswysion oedd y gwaith gwahoddiad yw'r cymhwyllt nid yw'r cyfnod. Erbyn hyn ychydig, mae'n ddiwedd yn fwy ffyrdd o'r cyfnod mewn buswysion yw eisiau. Yn y cwm yn dweud yw'r cyfnod yw'r cyffredinol. Yn y cwm yw'n dweud yw'r cyffredinol o'r cyffredinol a'r cyfnod, mae'n dweud yw'r cyffredinol o'r cyffredinol o'r cyffredinol. Wedyn gallem yn barnell, mewn yn ddweud ei ddweud, ond yw'r parwch hyn mae'r ziell nag i wneud yn rhoi'r cyhoedd. Mae'n gobeithio i'r ysgolol, bobl i'n gobeithio i ddweud a ddweud? Mae'n gobeithio i ddweud i'r gweithiaeth a'r cyhoedd trwy wneud, pan mae'n gobeithio i gweithiaeth o ymgynnu. Mae'n gobeithio i gwlu'r mawr, mae'n gobeithio i gweithiaeth o'r clwr oherwydd mae'n gobeithio i ddweud, You're not going to Google Pixel for this one there? I'm not going to review that. I need to go into it right now. This is just interesting to see implicit and explicit communication. So we've got explicit and overt so we've got closed and open, covert, and overt. This is really just about what kinds of communicative signals are you giving when Siw ydych chi'n gweld i'ch bod ni'n rhan o'r ffordd, ar gyfer Aberts. Rydyn ni'n gallu ddweud o'i gweld! Wrath yna yn fawr iawn. Ein hynny'n 재ch yn y peth o'r dda, a'r hynny'n dechyd yn dechyd. What would you think if the letter of address when you typed something in the form and you think there's error or not? Yeah, because it's gone red. But it's implicit. It's not exactly, it's not there, it's not explicit, it's not open for everybody to understand us and tell it, because if they can't see then they can't see it's changed to red, it's just the same. Okay, and that one is that. Okay, input and control. We just have to finish up with these and then we can go through the copyright. Ymgyrchoedd o'r cyfan tynnu ymwylo gyda'r gyfan hyn o wangodraeth sefydli! A ydy'r cilydd o'r cyfan tynnu ymgyrch yng Nghymru yn amlwg o flynyn nhw o ddydd y penderfynu arall, ond mae'r eich wybodaeth yna yn ai'n wneud amdannu amwaith, a neu'r llefnidau'r hynna efallai, nid o'r un i'n gwneud, ond mae'r yw myth i chi'n gwneud, ond mae cyntaf i wneud yma. Ond rw'n tynnu yw pwyllfa allan o'r cyfan, ychwaneg y cyfnod yn gwybod. Ond mae'r cyfnod y ddysgu'r cyfnod yn ffordd o'r ddeunydd yn cyfnod, yn cwnghwyl gyda'r cyfnod yma. Felly mae'r cyfnod, yn fawr, yn wneud, yn gweithio, yn fawr, yn ei ddeunydd, yn ddweud, yn ddeunydd, yn ddeunydd. Mae'r cyfnod yn ddweud, yn ddweud i'n ddweud, mae'r cyfrindwch yn ddweud i'n ddweud. Felly yr hyn yn cael ei wneud yn fwyb blues gyda'r hynr i ddyfodol y ddybyddedig a'r hwnnw yn cyfaint Felly yn effeithio, roedd y ffordd o'i gwneud yr cyfaint gwir eich awg o'r ddylain, y pwg deutr andegedig A'r cyfaint gwir eich gwir eich gwir eich gwir eich gwir er mwyn i heb, eu gwir eich gwir eich gwir eich gwir eich âog trydydd nifer o gweld ei fod yn bwysig at y gyfer iawn, ychwanegwyd. Felly mae'r ffwrdd hwnnw yn ffwrdd. Mae'r ffwrddai'n methu o unig o gwybod a'r rhanfodau a'r cymryd iawn. Mae'r gwybod ar y Llyfrgell Nenderd a ddefnyddio'r ddeul, Lleinchwch. If you blink not because it's an autonomic response but because you think about it to blink then it's a much slower and easier to detect. Gaze and eye tracking, that's the way we can point Perhaps interfaces, immersive VRs and pressure switches. Mae'r newydd gynhyrchu. Felly mae'r stifthau sy'n gwneud i gyfnoddol y ddweud, fel y brhau, mae'n brhau i ddesoddol i'r dweud, mae'n ddechrau o'r ddweud i gyd. Felly mae'n ddweud, mae'n dweud i gyd, sy'n ddim yn ei ddweud. Mae'n fawr, oswn i'r ddweud i'r cyflwyntol. Dyna'r 19. but we're going to add that in the next lunch, yw chi'n gweithio. Okay, yes. Okay, so we're going to have a 10 minute break, just under 10 minutes. Can you go back here for 12? Okay, we've got more to do, we've got a new reviewer to do, this one. Hat racks for understanding, which is all about right harris.