Okay, quiz is over.

We were talking about math structures.

And I hope to have convinced you that they're not quite as scary as they look.

And there's something that are extremely useful even outside of math.

We're currently reworking parts of German civil law in terms of math structures.

It's quite interesting.

So are there any questions?

Okay, let's see if we can get some questions.

Maybe before we start, I have a question.

So you know that this course is new.

I made it kind of because it seemed that there was a need for it.

And I have a bit of a problem of placing it in the curriculum.

Because arguably this would be good to have before the AI1 course.

And many students start in the winter semester.

And then there's no way of making it before.

So I'm not sure what to do.

I could kind of give it every two semesters in the fall semester and prepare the smaller cohort for AI1.

Who would then that would kind of move the whole thing into the second set of semesters, which is not good either.

And I don't know. You had a suggestion.

So she said that we could have it live every summer semester and have recordings for every winter semester.

I've been thinking about a variant of this.

Basically, since we have the Aliyah supported video supported thing live,

maybe actually making it into kind of a pre-course.

Recommending people coming in saying to take it over the summer kind of

offline.

Then have it live next to AI1.

But giving people the opportunity to actually take the exam before the semester or in the first week or whatever.

So that they can get this out of the way maybe.

And have some incentive of actually preparing for the course over the summer.

Would that strike you as something useful or just annoying?

Okay.

So she pointed out that I'm repeating that for the Zoomies, whom I invite to actually

send me email with good suggestions because I'm doing this for you.

Not because it makes me happy.

At least I try.

So you pointed out the problem of incentivizing actually being like keeping up a regular schedule.

Like keeping up a regular schedule.

Yes, I'm very aware of it and I know that having the videos out and having a system like Aliyah in the background

de-incentivizes people actually being here in class, which is a real pity.

And so my colleagues,

when I complained about not many people being here and that being frustrating,

said, oh, that's easy.

Just don't reveal anything.

Just force the students to be here as the only way of getting the information.

I'm not sure I want to do that.

I'm not sure I want to do that.

So I probably have to just endure the frustration of having very few students in the class.

Another colleague told me, Michael, see the good thing of this.

You get exactly the students you want to talk to right in front of you.

The others you don't want to talk to anyway.