Course: Words Spun Out of Images: Visual and Literary Culture in Nineteenth Century Japan
Length: 4 weeks, 2-3 hrs/wk
School/platform: University of Tokyo/Coursera
Instructor: Robert Campbell
Quote:
In their ambition to capture “real life,” Japanese painters, poets, novelists and photographers of the nineteenth century collaborated in ways seldom explored by their European contemporaries. This course offers learners the chance to encounter and appreciate behavior, moral standards and some of the material conditions surrounding Japanese artists in the nineteenth century, in order to renew our assumptions about what artistic “realism” is and what it meant.
I looked at this as an opportunity to increase my embarrassingly undeveloped knowledge about Japanese history, culture, and literature. In that, it was a success. The course was more about visual than literary art, but one of the points made over and over was that the Japanese make less of a distinction between the two, including words on works of visual art and drawing from stories.
Each module included a particular category of art/literati – Samurai, women, photographs – and consisted of a catalog of various works and themes with brief insights into the history and culture of the time. I wish I’d had more background in Japanese history; many of the stories told were lovely, but I have the feeling I was looking at sheet music and had no idea how the sonata would sound when played. The Samurai
pieces reflected on everything from aesthetic to political values; in the section on “Beauties”, a sort of catch-all for images of women, we started with geishas and moved on to what young women should be studying, and even a woman who appears in the middle of a ghost story. The photographs were likewise varied, from an anonymous young man with several children who turn out to be students, to picture postcards of young women sent to soldiers during the Russo-Japanese war, something I conceptualized as the Japanese version of Betty Grable and pin-up girls sent to American troops a few decades later.
Some of my favorite pieces were the Samurai, imprisoned and scheduled for execution as a dissident, who left inscribed copies of his portrait to nine of his students; an early 20th-century photograph of a woman, by then a well-known educator, dressed as a 
Samurai and recalling the fall of her family home many years earlier; and the above mentioned “ghost story” where a woman appears because the story about her is so beautiful.
Again, I may be missing some of the context, but you’ve got to start somewhere, and this was a nice place to start.
What I particularly like about the MIT courses is how they set up each topic with a series of lead-in questions. By the time you get to the actual instruction video, you’ve already seen a lot of what goes into the process, so it’s a natural extension of what they keep calling “intuition”. I’m not sure I’d call it that; I don’t think I have that much intuition about math, certainly not about calculus. There’s probably a sophisticated pedagogical term for this. Whatever it is, it helps. And yes, I managed a solid passing score this time.
primarily handled by a different instructor, Hanson, who was equally great to work with. Good people + good material = great class (some math is easy).
catastrophe (and every deadline ended up extended anyway). Lots of questions and practice exercises are scattered in with the videos, and each unit has a final quiz with a part A – “nuts and bolts”, they call it – and part B, more application oriented. The timed final exam had a 48 hour window, which is a lot less stressful than requiring it all be done in one sitting. Each of these elements has a different impact on the ultimate grade. 
catching his breath and finding his place in his notes), but it makes a nice rhythm that helps me to keep up. In terms of filming, I greatly appreciate that he gets out of the way of the board, allowing the live camera holder to adjust angles and zoom to incorporate everything. These are silly little logistical details that have nothing to do with math, but make it so much easier to follow. 
I found the course far easier this second time around. I really don’t know if that’s because it was modified, or if something sank in over the past two years. I haven’t been working on calculus at all (though I do some math every day and have taken several math moocs and science moocs involving significant math, including just a whiff of calculus) , so I’m not sure what that would’ve been. One thing I’m pretty sure they added this time are “Recitation videos” explaining individual problems in great detail. These are part of the older OCW series; I found them extremely helpful, particularly those by Christine Breiner. They’re all available on 
Though I’m feeling pretty good about doing so well, I realize that by this time I should be able to do this stuff in my sleep. The next course on integration will be a real challenge, since I’ve never been that comfortable with it and it was extremely difficult last time. IIRC, It’s also a lot less hand-holdy, with a lot more reliance on the in-class lectures by Dr. Jerison. But’s what’s next, so I’d best get to it. I did some review before this section, using Khan to refresh my memory on certain points; that’s probably more important for the integration course, so I should get started. I should. I should. 
It’s listed as an intermediate course, and recommends college-level biology and chemistry, including organic chemistry. So here I go setting the record for courses taken requiring orgo without ever having taken it other than what’s on YouTube (and let me say again, 
Much of the content is in the form of metabolic pathways: glycolysis, for example, or the synthesis of fatty acid chains, along with regulatory mechanism and interrelations. It’s like one giant Butterfly Effect: one thing gets a little out of whack, and all kinds of things happen as the body tries to maintain homeostasis. Molecular energetics, protein structure, enzymatic mechanisms, it’s a broad spectrum of topics alongside the metabolic pathways. Clinical applications look at diabetes, gout, and a few other metabolic diseases, as well as a unit on the use of PET scans in tracking in vivo pathways. 
The lectures tend to have a question-and-answer structure, although the answers are so extensive, it’s often hard to remember there was a question, let alone what it was. “Why does HSP70 production increase with heat stress?” “How does the potential cell membrane bend to form a sphere?” Sometimes these questions are asked by the lecturer, sometimes by an off-camera TA. One of those TAs did a very kinetic presentation on glycolysis, sliding bits of paper around to describe the various steps. A couple of brief video clips from other providers added to the presentation on diabetes. And the PET scan section was presented by a different professor entirely. So there was some variety in the presentation.
Graded material included a few questions after each video, plus a unit quiz at the end of one to three sections. Most of the questions were information-retrieval multiple choice, with two or three chances at each, meaning my grade far exceeds my grasp. But that’s ok, I’m not relying on this as a true measure of understanding. That’s why I’m going through it all again, just to get it to sink in a little better.
Optional ungraded assignments using PyMol were also included. Because this required downloading software, and I’d just replaced my old computer (it kept threatening to set itself on fire), I didn’t want to fool around with extra stuff. The assignments look interesting; now that I feel more relaxed about both my computer, and my time, I think I’ll take a crack at it as I go through the material again (adding more Cerego modules every day…). 
I was very pleased with this course. I suspect its value depends on the background and motivations of the student: it might not be the best place to start for someone with only mild curiosity about biochemistry and metabolism (another Harvard 
Michael Sandel has been teaching the Justice course at Harvard, the basis for this mooc, for thirty years, and it operates along the same lines as the PBS series. There may well be some organic connection, given the timing and similarity. 
I took a different approach to this course: because it was evident it was a back-and-forth discussion live-taped with a (very large) in-person class, I decided to forego my usual saving of video transcripts and readings. I just winged it. I’ve taken just about every philosophy course offered by both Coursera and edX, as well as a couple of Yale OCWs on political philosophy, so the material presented was familiar. A hypothetical case served as a starting point for discovering the limits of utilitarianism, libertarianism, and all the other -isms. 
Each of the mooc’s 24 modules began with a Moral Dilemma poll (with a few exceptions), followed by a half-hour live-taped class session with 1000 students in the beautiful Sanders Hall. But don’t let the number put you off: the sessions have a remarkably intimate feel, as individual students answer “What would you do” questions and defend their choices, sometimes using philosophical language, sometimes just speaking off the cuff and allowing Sandel to guide them to a more formal statement of guiding principle. He asks the name of every student, and seems to remember it later on. Differences are viewed less as arguments than as multiple ways of approaching an issue. It’s really quite something to watch.
in itself led to some self-reflection: am I closed to other ideas, or have I simply thought things through carefully? 
(it’s actually a suite of four, plus a couple of Additional Protocols and various Advisory Opinions, but you get the general idea). In contrast, Human Rights law is more about overarching basics and has nothing to do with war. The two are related, and that relationship took up a significant portion of the first week: how to interpret one in light of the other, and which way that works in various situations and by what principle according to whose pronouncement. It sounds simple now, but it took me an embarrassingly long time to know which was which. This first section also looked at sources of IHL, and the history of its development. 
Each week featured several videos and readings outlining individual situations and cases. The course lists a time allowance of 6 to 8 hours a week; I estimate I spent about 12 to 14 hours a week in the middle section, a bit less elsewhere. Some of that is because of my process of obsessive note-taking, but it’s not the sort of material where I can listen to a video, read a page, and be on my way; it takes multiple plays/readings, and time to understand, incorporate, and relate to prior material. I have no legal or international background other than the one prior course; others may find it much easier. Each week also featured an extended (about a half hour) discussion with practicing IHL professionals: professors at various institutions, as well as organizational, military, and diplomatic specialists, fleshing out the academic discussion with practical considerations and the realities of the real world. 
have helped to some degree to contain the suffering that comes with war, enforcement is inadequate at best. Once in a while justice can be done – we looked at tribunals regarding the former Yugoslavia and Rwanda – but mostly it’s a matter of permitting third-party attacks upon military targets in response to violations as a means of deterrence. This wasn’t glossed over in the course, by the way. 
the Human Rights Law segment, but it seems less approachable so I’ve left it for “someday”. The fourth segment is on investment law, a topic that carries no interest for me whatsoever. These four courses comprise the Louvain 
The purpose is not to get people to pay for a certificate that’s of dubious value, but to more accurately assess students who might be using the credits earned in the degree program. It’s also a creative approach to using moocs as a supplement, rather than a replacement, to higher education, making credentials more accessible to a wider field. At least, that’s my view from well outside academia.
documents displayed in the windows nearly every day as I walk down Congress Street. The timing of this course coincides with the anniversary, but this was its second run; the first was almost two years ago. 
It was, I will say, an outstandingly produced introduction. The lecture videos were nearly cinematic, with carefully chosen locations and introductory music that began as a low, ominous hum under the spoken words, then crescendoed at a well-chosen break point to develop into a lovely melancholic theme overlaid by old-style film cuts complete with blotches, pops and crackles. I was astonished at the work that must’ve gone into the timing and graphics of these intros. Some videos were “conversations” with a verité feel, filmed in a coffee shop – again, with a nicely composed introduction of umbrella’d arrival and cappuccino artistry. The production values were extraordinarily high; I just wish the lectures had been twice as long, at least. 
not lose touch, in this era of drones and air assaults launched from hundreds of miles away from the targets, in a time when most American families do not have anyone in the military, of the real pain that war entails, of the real sight, sound, and feel of death and destruction, so maybe we won’t be so eager to chant war slogans from the safety of our living rooms and offices when our pride is the only thing wounded. 
effect of the current moment, or maybe I was just missing out on some historical subtext. I wish there had been more, but I don’t know exactly what. Still, I’m glad to have some idea of the flow of ideas through the period, and I hope I can expand upon it more in the future.
might work for some people, particularly those familiar with the design and interpretation of lab assays. I probably spent more like 10 to 12 hours a week. 
helpful. The objectives serve as a blueprint for the quizzes. If it says “Predict the effect a disruption of telomerase function would have”, you can bet you’ll have to pick an assay result that shows the effect in a given situation. If an objective is “Analyze protein structure to infer functional information”, chances are good you’ll have to find a binding site that’ll work with a particular molecule. That objectives list is the study guide to the course. If you can handle that list, you’ve learned the material.
angle, what assay do you want, what reagents do you need, and what result do you expect? When your labmate Brian (oh, dear Brian, poor never-quite-right Brian, beloved by all but trusted by none) runs the assay and gets a weird result, what’s the most likely thing he did wrong? When you get stuck, the more experienced Alice will be able to glance at your results and suggest a course of action, at which point you need to figure out what she’s correcting. It’s pretty ingenious to design a quiz like this, and even more so to design it so that no subsequent questions give away the answers to prior questions (trust me, I looked). 
narrow it down a little, but that’s about it. What really freaked me out regularly is that, buried among seriously complex scenarios are some laughably simple questions. I kept thinking, This one must be a trick. No tricks, though. Just damn good test design. I don’t always feel like I’ve earned my grade in a mooc, but I sure did here. 
no control over, but that must take place in order for us to be here. The molecules keeping us alive make the Grand Canyon seem kinda small, if you ask me. 
I’ve encountered so far. That isn’t to say I was able to go much further with it, but I got a sense of what is meant by the word, anyway, and why my prior conceptualization didn’t work.
The course was divided into three modules of three to four weeks each: Form & History, The Technology Effect, and Representation & Context. A different major work was the focus for each week – Italian villas, the Pompidou Center in Paris, German factories, even Utopian city designs that were never built – with additional works brought in as supported the material. Although Dr. Hays did most of the lectures, several other instructors appeared for individual weeks. 
I didn’t really use the forums. It seemed to me there were a lot of more advanced students and I was intimidated and didn’t want to clutter things up, plus they were oddly formatted (I wish mooc designers would realize that pinning more than two or three threads is self-defeating). One comment went unnoticed, perhaps because of the forum setup, perhaps because it was too naïve for the rest of the class. This didn’t help with the intimidation factor, but that’s my problem.
conceptual images for hearth, container, framework, and wrap. I also had rather a fun time with the Barcelona Pavilion; I’m sure I missed the mark entirely, but since I come from a land of narratives, I again came up with a story of the posts pushing themselves up from the ground and being restrained from overreaching. I was a bit shocked to be reminded of this in the last week with the Berlin monument: again, a sense of reaching up from the ground, but a far more somber, and important, sense and purpose. 
provide a “democratic space” under the private space, and to allow great freedom of movement and vision. Could’ve fooled me. Did fool me. 
that means “weight”, in somewhat the same way that we know which end of an object is closer based on size differentials? 
recommended, so I spent a week trying to get a sense of the basics on Youtube (Leah Fisch’s vids, aka Leah4Sci.com, were particularly helpful). I also found a Cerego set on functional groups (Cerego’s great for pure memorization and for keeping ideas from getting all dusty between moocs), but wasn’t optimistic about my chances of completing the course. Turns out I did fine, though I suspect my final score greatly exaggerates my overall comprehension. I did get some good exposure to heretofore unknown aspects of chemistry, which was the point. And it was interesting to see the process of drug development.
and drug company CEO – both Davidson alumni – to research scientists specializing in the technical areas featured during the week . Three exams were spaced throughout the course, covering material from two or three weeks each. 
explanation and great forum support. I had a very bad moment when I saw the phrase “area under the curve” – oh god, please don’t make me integrate – but it turned out to be simplified by another formula. Derivation of the formula was part of the material, but I was not in a position to really incorporate it. And that’s part of the reason I feel my comprehension wasn’t equal to my final grade. But I survived, if less nobly than was possible, and lived to fight another day in the sections on chemical bonds and reactions. 
when it comes to putting something in my notes, a laser-printed typeset diagram beats a screen clip of a blackboard sketch every time. So the best of both worlds was provided. 
Various databases and software packages, most online (the one that was download-only was in an optional Virtual Lab), came into play, including The Drug Bank, Molinspiration, and the Protein Data Bank. I’ve used similar packages, maybe the same ones through an interface, in my biology courses. Molinspiration particularly amused me: if you draw too many bonds on a given atom, it eventually asks: “Are you trying to draw a hedgehog?” 
A pre-test and post-test bracketed the course. Neither were graded beyond a single “extra credit” point for completion. The pre-test instructions emphasized that we weren’t expected to get the questions right; it wasn’t a prerequisite test, but merely a way to establish a starting benchmark. Good thing, since I had no idea what any of the questions were asking. The post-test came after a long, hard seven weeks, and while I was feeling overwhelmed by other courses besides. I made a half-hearted attempt at the first 10 of 15 before I decided I didn’t need the extra point that badly; I was feeling pretty discouraged about my retention of the material at that point. 
his hoped-for growth level. I’ll never know, since the scores aren’t revealed. I hope, at the very least, I didn’t drag down the group average too much. The course deserved better than that. 
and language, and of studying religious texts, new and old, through the digital humanities technique I’ve previously seen described as corpus linguistics. I even got the verdict on remote prayer (spoiler alert: contrary to that episode of The West Wing, it’s not scientifically verifiable). The material only grazed the surface of most of these questions, but there’s only so much you can do in six weeks and they went for breadth rather than depth. I found it fascinating. 
practical evolutionary value? What cognitive elements do religions have in common? What are the psychological benefits to religion? How does religion affect communities? Can we study religious development by examining religious texts of the past? Can we design models to predict religious development? What about atheism, how does that fit in? What is most likely to happen to religion in the future?
long list of references for further reading. And to my delight, as in the Chinese Thought course, a weekly “blooper reel” brought the funny. Neither of the instructors comes across as pedantic or stuffy – quite the contrary – but it’s still nice to know even seriously smart people screw up. Sometimes repeatedly. And they manage to maintain a sense of humor about it.
courses are finding ways to tuck course material behind paywalls. It wasn’t lack of access to the material that bothered me – I rarely participate in hangouts, though I like to watch them, but here there was more than enough material to keep me very busy – as much as the harbinger of things to come. I have no idea what kind of incentives or restrictions are part of the package these days for course presenters, but I’m guessing it’s persuasive.
the enormous crowds gathering from the early hours and the respectful and celebratory atmosphere, all featured generous phalanxes of soldiers and police. I looked through some images of typical Fourth of July celebrations in Washington, DC, but I wouldn’t draw any conclusions based on such a casual experiment. 
and philosophy. In spite of, or perhaps because of the strong point of view differing from the one I’ve been exposed to in the US, I enjoyed the material, particularly the more philosophical mentions of how Chinese Marxism blended in both Confucius and the Dao and evolved over time to form its own flavor of socialism. But I still think far too much was skimmed over, even for a basic overview course. 
Muslim game, carved from an elephant’s trunk so large, the curve isn’t apparent, likewise appropriated during conquest; silver dishes and gold pendants found buried by the Jews of Briviesca when their homes were burned in the (dashed) hopes they could return to claim their family treasures. I kept remembering Ta-Nehisi Coates’ theory that racism is fundamentally about plunder, and hate is just a means to that end. It was a bit creepy to be taking this course while, in the US, Jewish community centers were receiving bomb threats in escalating numbers, several Jewish cemeteries were vandalized, and at least two people were murdered because they looked Muslim (turns out, they weren’t, but that’s beside the point). Even in Canada, slaughter broke out at a mosque. This is why we must know history, because we are living it, repeating it right now, and we can change that if we are willing.
of the recommended SILReST technique (Scan, Identify easy letters, Locate common words, Recognize abbreviations, etc). I have a feeling manuscript transcription is one of those things I just have to keep doing until I get the hang of it and can “see” words instead of squiggles. I’d spent several hours working on a French poem during the previous class, but didn’t get very far so I finally found someone who could help. Google Translate is useless, since abbreviations are used frequently, the spellings are often archaic, and just figuring out which letters are written is a major challenge in the first place. 
and “i” overly compressed), which is the medieval version of ciudad, city, emphasized by its proximity to the abbreviated form of Burgos. Yes, this is what I consider fun, you got a problem with that? 
Welcome to the Cathedral of Burgos. The Cathedral is the guardian of almost 1000 years of history. The memory of long ago lives still reside here, their hopes and worries, their friendships and enmities, their commitments and broken promises. Patiently they wait, wait to commune with us. Perhaps they walk alongside of us, here in the cloister, escorting us past guarded areas, whisking us past heavy doors, carefully guiding us past the realm of natural light, step by step, an to the home of memories: to the cathedral’s archive.
By coincidence, at the same time the Citizen Scholar program was unfolding, I got an email from my local library about a similar 
they really put a lot of work into their moocs. I mean, just the 
by the way. And Prof. Xu had previously discovered a new species, Gigantoraptor, among collected fossils from Erlian. They were joined by several other scientists during the course, some in the field, others in classrooms, museums, and labs.
In other words, I really needed to create an overall taxonomy, but when I went looking for one, I found lots of conflicting information so I never got there. (addendum: during the last days of the course, I noticed a poster with a taxonomic layout was stored in a section of the course I hadn’t visited; I don’t know if it was there all along, but it’s exactly what I was looking for). I also should have made a chart for all the critters, with information about size, earliest and latest fossils, eating habits, etc. etc., but I didn’t do that either. I didn’t put enough effort into making the course meaningful to me, and that’s my fault. I feel like I let down the graphic designers who put so much work into a scientifically accurate logo.
As I write this post, I’m beginning to see that I did pick up more than I’d realized from the course, and greatly enjoyed many aspects of it (which is one reason I write these posts). HKU has a great 
About once a decade, I check to see if I still can’t play the guitar (I could when I was 16, but I seem to have lost it shortly thereafter), and more often I try to do some kind of visual art to see if I’ve suddenly developed some artistic sense (I haven’t). It was worth a try to see if I could get interested in dinosaurs, and if anyone could lure me in, it would’ve been these guys. I guess it’s just not to be. Foraminifera, maybe…
Einstein to the present day. Prof. Gleiser is a theoretical physicist specializing in particle cosmology, and the course roughly follows his 
Each week started with a great feature: an ungraded What Do You Know pretest, full of questions that range from factual (T/F: Violet light has more energy than red light) to conceptual opinion (Agree/disagree: Mathematics is something we invent; Reality only exists in our minds). These questions are repeated at the end of the week, offering concrete evidence that something was, indeed, learned, even if only a better definition of “reality”. Material also included a video lecture and several interviews with other philosophers and scientists on the topics covered. A few graded multiple-choice questions were scattered through the material, along with several short written assignments in the form of posts, journal entries, and short self-graded essays. A Reddit AMA with Prof. Gleiser finished off the week. 
The discussion forums were active and I got into some excellent discussions along the way. I also enjoyed a project from the first week: understanding a pendulum’s motion. Now, I took the easy route and used the available online pendulum simulator, because I’m a klutz, but it was an interesting way to play around with the topic of observation and experiment. 
answering questions (though I never did find the Learning Journal). I say that a lot, don’t I. In this case, the multiple evaluation options were complicated by a bilingual approach: the course was offered in Portuguese as well as English, with all written material in both languages so everything appeared twice. I wholeheartedly support broadening the appeal to include more people worldwide, and I would rather deal with my befuddlement than restrict the audience. It’s a tough problem, and I applaud them for taking it on. I got used to the double-entries after just a few weeks; if more courses took this approach, we’d all get used to it, and it’s a small price to pay for inclusion of those who would otherwise be unable to participate.
mentioned in Week 3: Steven Greenblatt’s The Swerve: How the World Became Modern . I’ve only gone through 80 pages, but it’s wonderful: Poggio, Medieval Book-Raider, goes among the monks to rediscover Lucretius and atomism as Europe turned towards renaissance. Manuscripts, history, philosophy, science, the classics, all packaged in a wonderfully told story: who could ask for more. 
I should say that I suspect the course has been pared down from the version I took back then. I don’t remember it as being two parts, I remember it as being longer, and I remember it as having a lot more complicated material, so it’s possible the part that was so difficult just wasn’t included in this run. In that case, I’ll have to see what happens when Part 2 rolls around. 
did some of the labs the first time around, and they’re quite useful for anyone practicing for future lab science courses, as they require record keeping and hypothesizing. And they’re fun, or what most people would see as more fun than calculating moles and temperature diffusion. Because of the grade structuring, it’s possible to completely skip the traditional problem-solving homework and just do the practical aspects, and still pass the course.
Ungraded review materials offer extra practice in math and the very basic levels of science: density, concentrations and so on. Last time, I found these oppressive and this time they were a snap (though they are still very casual about rounding and significant figures). Personally, I’d rather use my own stash of materials collected from Youtubers over the past several years, and Khan Academy is great for isolated subjects, but it’s all there for anyone who wants it. There’s also a section of advanced materials more in line with traditional science courses – mostly readings, with ungraded problems –for those who want to better understand the equations (and it’s possible some of the earlier material has been moved there), so there’s a broad range of appeal for students from various mathematical and scientific comfort levels. 
on Youtube in one form or another; every once in a while I pull up a tape and watch something amazing (and I see Top Chef‘s Voltaggio brothers are now in the mix). 
Then came the Global Middle Ages 
The Manuscript section included two options for peer-assessed projects that ran the length of the course, and again, only one was required. I did both, because how am I supposed to know before I do it what will be more beneficial? As it turns out, both of the peer-assessed projects were extremely beneficial, though in very different ways; I’m very glad I did them both.
The other project option was to make a reasonable approximation of a medieval manuscript, within practical limits of budget, material availability, time, and skill. In other words, we weren’t expected to skin a cow to make parchment, nor were we expected to create beauty (a lot of my classmates did so anyway) but only to demonstrate that we understood the procedures and knew the difference between authentic techniques and our shortcuts. Again, I was quite cynical at first, since we started by staining one side of our writing support with coffee to simulate the difference between the flesh and hair side of parchment (the Middle Ages were not for the squeamish) but I ended up putting a lot of thought and work into making quires, designing page layout and prepping, writing, illustrating, and binding my manuscript. It’s pretty much refrigerator art, but it’s MY refrigerator art, and dammit, I’m proud of myself for having managed to get it done at all. In fact… I’ve started working on a second one. I know how to avoid a few pitfalls now, so I hope it will look better.
humor, this gives a little window on medieval life: there were libraries, women borrowed books (this one is a poetic 
It seems some parchment was sometimes was damaged in the curing-stretching-drying process, as it was repeatedly scraped to remove hair and flesh 
(not for the squeamish, this manuscript stuff). Modern repairs could be quite lovely, but sometimes the original scribes took matters into their own hands an incorporated holes into the writing of the books (images from Erik Kwakkel’s 
In spite of the few drawbacks, this course was very much worthwhile, and I’m glad I signed up. I’m going to miss it! To fill the void, I’m taking one of the 
understanding of the complement cascade leading to MAC attack though I didn’t get to the point of memorizing the pathways – but still ended up scrambling for a lot of detail I seem to have overlooked. On the plus side, I’ve done enough medical reading to be perfectly comfortable with the overall physiological mechanisms of myasthenia gravis and lupus etc., so until we got to which cytokines or antibodies or receptors were involved, I could relax for a while. I passed with room to spare, but I wouldn’t say I’m secure in the subject. It’s more like I understand the general outline of what’s involved, and I now have the background to nail down the details more firmly. But for a free 4-week course, that’s plenty. 
transplant issues. Each week included practice questions and a weekly exam, and some weeks had review exams of prior material (a terrific idea; I wish more courses did this). Week 5 was for self-review and the final exam. 
that required analysis or synthesis of information in light of the concepts presented. Sometimes the question structure itself was a little weird, but it’s all about being able to manipulate the material. The final exam was also multiple choice, but allowed only one try, and counted for 50% of the grade, so guessing doesn’t work as an overall strategy (not that I’ve ever understood why anyone would bother to fake his way through a mooc, but it happens). I loved that the 40-question final was broken down in to 8 parts of 5 questions each. Not only is it less likely to trigger panic (oh my god, look at all these questions, how will I ever do them all?!?), but it forces kind of mini-reviews along the way. 
were supposed to in the Week 0 period, intended only for review of the outlines from the previous two courses (which, as someone who didn’t take the earlier courses, I found helpful, but nowhere near sufficient as preparation for this segment, by the way). They did an admirable job keeping up with unexpected but eager hordes of students flooding the forums before staff was in place. A few answer-coding problems cropped up throughout the course in ungraded sections. But overall, the execution was great. They really put a lot of thought into the images used, and I found it helpful in remembering what roles individual cells played in the immune process.
the immune system. I’ve had these vague notions of B cells and T cells, but I’m always amazed, whenever I take a biology course, that anything ever works – do you know how many millions of things have to happen for you to just go on living? – and the interactions of all the moving parts are fascinating. I’m eager to take the first two courses when they roll around again (and possibly retake this one, since I’ll be much better prepared). I understand there’s also a fourth part coming, The Immune System Fights Back. That sounds like fun. 
