 We think by providing a mix of activities we include a lot of people. And also we meet different preferences for learning styles. Because we also think that you can learn design by doing and by looking also at each other's work. I think they are quite active. So actually we were surprised this year. We were really happy to see so many people joining the discussion. Also introducing themselves on our world map. This idea we try to make things really more interactive, really more interesting also in the variation. Providing a variation in type of exercises. I think this is really important for the motivation of the students actually. We try to really engage the student into the course by... Well, that's actually very... We try to motivate them first of all by using a lot of contextual problems. Problems from practice. Just to show them that it's not just bare mathematics. It's really good for your engineering study that you will get into. So I think that's really important providing the context. Also the interactive exercises and also the variation in types of exercises. The biggest success of this course I think is that professionals bring in their own problems from their own companies to one case. And students can work also in that case. For students it's really motivating because they work on real life problems. But also for the professionals this is good because the students get new ideas for their problems. And it's really a win-win situation for both groups. We follow every week what everyone is doing. We can see it in the online learning environment, what everyone has done. Another special thing about the course was that since we provided the source code and since we had a lot of simulations, since we produced all of the content on the fly essentially we could have the students grab all the materials and modify anything they would like. So it's a general thing for online education. I think being able to disassemble what you see and see how it's been done is quite a lot of added value. It's partly science and partly in art. The science part is the first, the lecture that I do, the teaching, the theory that I gave you. The art is that you then have to work with that and that is much more difficult because all of a sudden there's nobody telling you what's A, B and C, R and you've got to figure out which alphabet you use and what the order is. They are active, they're busy with the problem. That's the good way. They're not only listening in a passive way and they can do it at home by the way. So in our glass plate example for example we show them a little bit the way we are thinking on a problem. So we work out a complete problem in the way we think that's the best way to do it. We start with the sketch and then work it out. I have a personal teaching style and it's very difficult for me to accommodate to various styles of students and with these age you get a more open discussion, you get a more open way of trying and letting the student be active whether he first wants to try and make a model or that she first wants to click and see what the animation does. It's up to the students and that's really very individual. That's very tough if you do that as a teacher because you automatically go to how you teach. I think thinking about online learning also improves your own education. It improves your own education. Because you are rethinking everything, how you present it, what are the clues, what are really the learning objectives, what I want to teach because in a small movie you have to do it in five or ten minutes and then you have to certainly the right things you have to put in it and that's I think the strength of thinking and rethinking your own material. And you're forced to think about your educational style because students cannot react on the spot. If they react they do it on a forum and those are in a kind of a waiting queue before I can respond and that means that my message should be more clear and should have less traps where they can be trapped. That's an advantage they can re-read or re-see the material but they should not stop at exactly the same trap. It should somehow help them to move on with all the material that we have. Absolutely. And we like that. We had a lot of fun making it. That's the most important thing.