 As you see, not with the computer and lacks our voice as professors. This is the topic, I realize that students don't like to listen to lectures too much because they don't get much out of the lectures actually. And this is the topic of today. So I am teaching without lectures since five years and how I do it. So this is what I would like to share with you. So the why and what lecture free means for me and then how I do it. I'll take actually an example but I go very quickly through it. I don't dare now to go to the model and demonstrate just slides. And then some results quickly and next why I am here. So why do we lecture? Did we choose to lecture as professors or teachers even? So you can answer this question yourself but I think we teach, we lecture because we used or this is the traditional way or the mainstream of it. And I think it came very in the old times for 1000 years perhaps where the knowledge was in the heads of some experts and there has been no printed material, no textbooks and people started talking, lecturing to teach students and others. So then the textbook came and printed material got cheaper but we kept lecturing. And then we have now the digital age with lot of resources and videos and possibilities and we continue lecturing. And this gives the impression as what lectures would be more efficient or more effective than anything else but there is no evidence for this. I am talking about science and research and you can read. So the book by Blea about this. Is there evidence for anything that is more effective than lectures? Yes, of course. This is active learning and this paper published by Freeman, most of you probably know it. So when Eric Mezzur read it, he said that after this data it would be probably unethical to teach. Or to lecture. So if there is no evidence for the effectiveness of lecture compared with other practices but there is an evidence against it. So why do we keep lecturing? I think because this is the easier way and our resistance to change. And why do we do this? There are many reasons but mostly actually, mostly personal reasons about my own need as professor or teacher and not about the needs of the students unfortunately. So why I quit lecturing? Not because I read these papers and honestly I didn't know about them at that time but because of the discomfort with lecturing. It's not easy to lecture if you have ambition to bring it to the people. It's not so easy. Usually you talk to the first row and they shake heads and sometimes ask questions but you can never verify how far they are in their learning. This is the motivation. Before Spring 2018 I used PowerPoint slides and like everyone then I switched to whiteboard and in Spring 2018 I said enough of this. Let me do something else. These explanations that I give in that classroom should be recorded somehow but this was a very difficult thing to do knowing that YouTube has millions of videos. Let me pick up some videos and embed them into a model and ask questions. So I had two difficulties. The first one finding the video that adjusts to my teaching plan and the second difficulty finding good quality videos. It's a very hard thing to do. So in that semester I started replacing the videos with active learning activities. These are actually interactive explanations I will talk about them. So in the Spring 2018 there has been only one thing on my model, activities. So what is an activity? Now moving to the what? Today we learn, students learn through textbooks, lectures and videos and they do some activities to reinforce the learning. That means the first place for the information or the knowledge is usually the textbook, the lecture or the video and the activities are just to reinforce and what I am doing is I'm just activities. There is no textbook, no videos and no lectures. So how should this go? I try to remove all these animations to save time but here is an analogy between football and learning. So as you can see... Thank you. So you see that when you play, when you want to be a good football player you need to build up your skills step by step in the learning we call this schema theory and how do I implement it? I implement it by recall questions, review questions and control access to the activities. Everything on my model is questions. So the most important one is the motivation. The motivation in football is to score and to win. This is called learning inquiry based theory and it is about a quiz. So you want to solve every question correctly and have a good grade in the quiz although it is not graded. I mean it doesn't go to the grade book as assessment it is just for learning, it is feedback about how you learn. Now you need to concentrate when you have the ball and here also I must make the students able to concentrate and they have to pay attention to the cognitive learning cognitive load theory and cognitive theory of multimedia learning and how is this done by posing challenging questions and removing destructors in the questions. So then they have to move. This is the most important thing also. They have to move and this is active learning, constructivism and my students research, read, observe, think, feel, analyze, discover, guess, code, compile, check, debug, set up, implement, measure and evaluate towards the answer. You can ask them to do this but the model quiz asks them to enter an answer. Whatever they do here they have to answer a question and get them if this answer is correct or there is no way to run away from it. Then they have to think this is deep learning. There are brainstorming questions. I'll show an example. They have to take time. You cannot hurry too much and this is the self-paced learning. It's very, very important and the activities are untimed. So you need to ask for help and this is a scaffolding in learning and there are feedback and there are hints in the activities and you need to evaluate your performance. This is very important. This is evaluating your performance in the activity or in the game and for this you need immediate feedback in learning and this is the checking the answer and reading the feedback and the checking the quiz grade. Exercise, there are reinforcement learning and this is the reinforcement questions and there are exercises on modules. Then you watch your progress. This is the metacognition and here you answer a learning survey. I'll show an example and watch the question type. What is the question type? I'll talk about it. This is the website. You could also have a look. This is called learnminussmartly.com. Students go to this website and get some information about the courses and they sign up for Moodle and then I give them an enrollment key and then they go to the course page. For example, here this is for Java. What is here? This is the grid format of courses on Moodle and I call these chapters. For example, this is chapter 4 about control structures. As you can see, this is what my students did last week. On September 13, for example, this is about the selection structures in Java and they are here for three main components. It is the learning quiz. It is the learning activity and the learning survey. It is one question survey about their perception and then there is a review quiz which is like a recap quiz. As you can see, the activities are connected. They cannot skip to one before completing the previous ones. If you click on LQ4 too, for example, you will get to the quiz page and this image shows the main target of this quiz or learning activity. It is about loops. The loops, usually in lectures, we teach them in 10 or 15 minutes but here I pay very much attention how to convert a problem or an algorithm from, let's say, a formula into a loop. This is not trivial, you will see. Now, the students can access the quiz and this is the first question. Usually, when we start our lecture, what do we say? We say, last time we did this and that and we mentioned this and that and so on. I don't say it. I let the students say it by answering this question. Please pay attention to this. This is a review question and this is drag and drop into text. Then I pose a problem here. By running a code, they have to run a code to discover something and here what they discover is, I hope that most of you are from a problem in skills. These are three loops, different syntax, but they give the same and the students will discover this by running the code. This is functional code. Of course, they copy it into their eclips and run it. Now we have run the code. We understand it. This is now, we need to understand the concept of loops. We analyze the same code as you see. By questions again, I don't analyze. They analyze by answering this question. Then there is a reinforcement. I'm just asking if the specific information or skill here about the loops that the loops must have identical statements. Is it true or false? Just to make them think about it again. Then I do this reinforcement again for the code itself. Now we start the interesting topic which is the factorial problem. Calculating the factorial of a number. How can we make it as a loop? We know it by heart now as programmers, but it is not trivial actually. You can see it here. Now the first step to do this, you have to remind them of this. What is this? They have learnt it at school. Now I'm asking as a question, what is it? Then not only as a concept, but as an application because they will run code and they will verify results. Now they have to calculate the factorial of the numbers given in the table. Then I pose a concept question here and then from the concept we go to a brainstorming question. This is an essay question where they have to tell me if they can convert this formula into a loop. Again I ask them explicitly don't use the internet think about it. Then after this we will go through it. Now we are learning a procedure how to convert such a formula into a loop and we do this by doing again. The first step I give a code that is actually an implementation of how humans calculate the factorial as you see in the left side. Then they have to run it and then they fill it in the table. Now we start to change this code into a loop step by step and every time they have to write code complete code actually using the closed question type. We do this through multiple steps until we get into the final code here. Then they have to reinforce it by running the code and checking that it works properly. So you see that we are now in code 5 and then they analyze it again to enforce and here I'm doing the same with the for loop I did it with the while now with the for and then here we analyze in the for loop and so on. Then we advance to other topic which is how can you break a loop or how can you escape the current iteration and so on and then we give reinforcement and we give a last example. This is how it is. All lecture sessions are replaced by this type of activities. So the results of course are some results are two publications about them that show the effectiveness of this approach and the satisfaction of students. I have a lot of data. Here my students in the first on the second year, so from our students, 80% of them they say even the embedded systems as seniors on the right side in this term after the second week I ask them, though they want this approach rather than lectures, not only this then I ask them why. If they said no or yes, why the most mentioned reason is because I can control my learning and learn at my own pace. This is really what they are mentioning. So these are the results. This is how they performed on this specific activities I showed you out of 10 and this is the learning survey is their satisfaction and as you can see most of them find these activities interesting and motivating but also challenging. It's very very important to give them challenges. It's not trivial to answer these questions. So next, why I am here I am here actually to offer these courses to anyone who is interested. We have five courses on the platform, Python, Java Digital Logic Design Embedded Systems and Real-Time Operating Systems for the last two courses if you teach them anywhere we need hardware kit Arduino based, not so much otherwise we can use software available. This is one way. Another way if you are interested to know more about how to do this is not straightforward honestly how can you translate the content into activities that are challenging but doable without your voice. The most what I do in the classroom I answer questions and when my students went to distance learning Corona time so we had no issue. So if you would like to know more about this just talk to me and I am happily ready to help. Thank you so much. We've got time for we've got time for plenty of questions Hi Thank you. Good to know people are moving away from lectures because really so boring. Two questions, the first thing is do you find that it takes a longer time to set up these type of courses compared to the old way of doing courses so does it take you a longer time to set up these active learning courses? Lot. Second question do you have any interactions with your students in this course and via which platforms? Yeah. So when we start the first time enormous. Let's say on average it takes me for one activity 20 hours. I mean after all the experience teaching the course doing an activity it takes on average perhaps 20 hours. So if you don't you are not ready you can't take my courses. But this is really really because you have to sit in the you have to predict how the students would respond to everything in the questions. It is very very hard and I have to code and run and compile and debug and all these things it is artwork I don't have now let's say a recipe how to do it I sit and start to sometimes it takes longer sometimes take shorter but sometimes up to 35 hours one activity took me so something that you think it is it is I know it. I have always explained it in one hour but how can you do it as activity without your voice but it shows that without putting so much effort students cannot understand so much and they have to go I am spending 20 hours on one activity I am saving I don't know thousands of hours on the students side and they are very happy and they are learning in depth. I spend a lot of time learning the technicality of Moodle how to create and now I have my own Moodle on digital ocean because our university switched to blackboard unfortunately this is another aspect so the second question was about sorry you also forgot ok interaction at that stage do you have interaction is very important now in the classroom the students come depending on many many things either I ask them to come or not so when they come I ask them to sit close to each other and help each other so because it is about software and coding sometimes hardware connection and doing something so the classroom is like a lot they interact a lot and they enjoy a lot in the corona time I created a forum on Q&A forum on Moodle to ask questions and answer everyone can ask everyone can answer unfortunately there is not so much interaction between the students so this is what I try to do but again I believe if the questions are well done the students have less inquiries and less doubt it goes without issues most issues I have when the students need to connect hardware because it's not straightforward they need some support