Class Philosophy - https://www.coursera.

org/course/medicalneuro
What we are offering:
Medical Neuroscience explores the functional organization and neurophysiology of the human central nervous system, while providing a neurobiological framework for understanding human behavior. In this course, you will discover the organization of the neural systems in the brain and spinal cord that mediate sensation, motivate bodily action, and integrate sensorimotor signals with memory, emotion and related faculties of cognition. The overall goal of this course is to provide the foundation for understanding the impairments of sensation, action and cognition that accompany injury, disease or dysfunction in the central nervous system. The course will build upon knowledge acquired through prior studies of cell and molecular biology, general physiology and human anatomy, as we focus primarily on the central nervous system. This online course is designed to include all of the core concepts in neurophysiology and clinical neuroanatomy that would be represented in most first-year neuroscience courses in schools of medicine. However, there are some topics (e.g., biological psychiatry) and several learning experiences (e.g., hands-on brain dissection) that we provide in the corresponding course offered in the Duke University School of Medicine on campus that we are not attempting to reproduce in Medical Neuroscience online. Please note that we do not offer Duke University course credit upon completion of Medical Neuroscience. We do want you to know that we are committed to presentation of class material in a clear and enjoyable manner. We will do so through a series of video tutorials and accompanying tutorial notes that you will access and study each week of the course. We will assess your knowledge of each week's content through the use of what we call "in-video" questions, which are intended simply to inspire your thought and reflection. We will also provide quizzes, which will contain 10-20 multiple-choice questions that are designed to help you consolidate your knowledge and improve your understanding, while you build competency in progressing through the content of the course. You should also know that this is our first time offering such a large, online course. We are excited to see what works and interested to know how the course might be improved! Coursera is still young and developing and will probably experience some changes even during our course this spring. There will naturally be some rough edges, but we hope you will look on this as an opportunity to both learn about medical neuroscience and to help shape the future of online education!

Suggested Readings
The suggested textbook for this class is Neuroscience, edited by Dale Purves, George J. Augustine, David Fitzpatrick, William C. Hall, Anthony-Samuel LaMantia, and Leonard E. White, published by Sinauer Associates 5th edition. The lectures that correspond to textbook sections are presented below.

Unit 1: Neuroanatomy

Some of My Favorite Places in the Brain no associated readings Functional Microanatomy of Neurons o Chapter 1, pages 4-7 Non-Neural Cells of the Central Nervous System (CNS) o Chapter 1, pages 7-10 Basic Orientation in the Human CNS o Appendix, pages 717-720 Lateral Surface of the Cerebral Hemispheres o Appendix, pages 728-729 Medial Surface of the Cerebral Hemispheres o Appendix, pages 730-731 Finding the Central Sulcus o no associated readings Ventral Surface of the Cerebral Hemisphere o Appendix, pages 729-730 Fingers to Gyri o no associated readings Blood Supply to the Brain o Appendix, pages 735-742 Surface Anatomy of the Brainstem o Appendix, pages 718-720; 722-728 Cranial & Spinal Nerves (3 parts) o Appendix, pages 718-720; 722-728 Cranial Nerve Function (2 parts) o Appendix, pages 718-720; 722-728 Internal Anatomy of the Brainstem o Appendix, pages 722-728 Cranial Nerve Nuclei (4 parts) o Appendix, pages 718-720; 722-728 Internal Anatomy of the Spinal Cord (3 parts) o Appendix, pages 721-722 Ventricles o Appendix, pages 742-744 Internal Capsule and Deep Gray Matter o Appendix, pages 731-735

Unit 2: Neural Signaling

Overview of Neural Signaling Chapter 2, pages 25-29 Ionic Basis of the Resting Membrane Potential (2 parts) o Chapter 2, pages 29-37 Ionic Basis of the Action Potential (3 parts) o Chapter 2, pages 37-40; Chapter 3, pages 41-51 Molecular Mechanisms of Action Potential Generation (2 parts) o Chapter 4, pages 57-61; 66-75 Propagation of Action Potentials o Chapter 3, pages 51-55 Synaptic Transmission (2 parts) o Chapter 5, pages 77-97 Neurotransmitters (2 parts) o Chapter 6, pages 109-139 Neurotransmitters Receptors (3 parts) o Chapter 5, pages 96-97; Chapter 7, pages 145-157 Synaptic Integration o Chapter 5, pages 97-106 Synaptic Plasticity: LTP & LTD (3 parts) o Chapter 8, pages 169-181 Synaptic Plasticity: STDP o Chapter 8, pages 181-184 Synaptic Plasticity: Hebb's Postulate o Chapter 8, pages 171; Chapter 24, pages 537-538

Unit 3: Sensory Systems

The Thalamus Appendix, Box A Overview of Cortex and Cortical Circuits (2 parts) o Chapter 26, pages 588-589; Box 26A General Principles of Sensory Systems (2 parts) o Chapter 1, pages 15-21 Mechanosensation (3 parts) o Chapter 9 Mechanosensory Pathways (3 parts) o Chapter 9, pages 198-201 Pain Systems (3 parts) o Chapter 10 Pain Pathways (2 parts) o Chapter 10, pages 213-219 Visual Systems: The Eye (5 parts) o Chapter 11 Visual Systems: Central Visual Processing (3 parts) o Chapter 12

Visual Systems: Visual Pathways (2 parts) o Chapter 12, pages 257-261 Visual Systems: Visual Field Deficits o Chapter 12, pages 261-263 Visual System: Pupillary Light Reflex o Chapter 12, pages 258-259 Auditory System: Peripheral Mechanisms o Chapter 13, pages 277-293 Auditory System: Central Processing o Chapter 13, pages 293-301 Vestibular System: Peripheral Mechanisms o Chapter 14, pages 303-312 Vestibular System: Central Processing o Chapter 14, pages 312-319 Chemical Senses o Chapter 15

Unit 4: Motor Systems

Lower Motor Neuronal Control of Movement (8 parts) Chapter 16 Upper Motor Neuronal Control of Movement (7 parts) o Chapter 17 Upper Motor Neuronal Control of Facial Expression o Chapter 17, Box 17A Modulation of Movement by the Basal Ganglia o Chapter 18 Modulation of Movement by the Cerebellum o Chapter 19 Eye Movements o Chapter 20 Visceral Motor System o Chapter 21

Unit 5: Brain Development

Embryological Subdivisions of the Human CNS Chapter 22, pp. 481-482; Appendix, 742-744 Early Brain Development (6 parts) o Chapter 22 Construction of Neural Circuits (5 parts) o Chapter 23 Modification of Neural Circuits in Early Neonatal Life (6 parts) o Chapter 24, pg 537-552 The Changing Brain Across the Lifespan: Development, Repair and Regeneration

Chapter 9, pp. 206-207; Chapter 24, pp. 554-557; Chapter 25

Unit 6: Cognition

Overview of the Associational Cortex (2 parts) o Chapter 26, pp. 587-591 Associational Cortex of the Parietal Lobe (2 parts) o Chapter 26, pp. 591-596 Associational Cortex of the Temporal Lobe (5 parts) o Chapter 26, pp. 599-599; Chapter 27, pp. 607-615, 622-623; Chapter 31, pp. 695-698, 703-715 Associational Cortex of the Frontal Lobe (2 parts) o Chapter 26, pp. 599-605 Sleep and Wakefulness (6 parts) o Chapter 28 Overview of the Limbic Brain o no associated readings Neurobiology of Emotion (4 parts) o Chapter 29, pp. 647-663 Neurobiology of Addiction (2 parts) o Chapter 29, pp. 663-666

General Class Resources

Links to additional resources

Guide to Forum Formatting (courtesy of Mike Roberts): forum thread Guide to LaTeX Formatting (courtesy of Mike Roberts): forum thread Textbook website (with additional practice problems): http://sites.sinauer.com/neuroscience5e/ o {OPTIONAL} Accessing Textbook Practice Problems: On the main textbook webpage (the link above), select "ONLINE QUIZZES" in the menu along the left. You will be taken to a login page. If you do not yet have an account, select the "Create New Account" option (2nd in a set of three on the page, written in red). The link will take you to Step 1, where you need to enter the instructor's email address (for our class, this is len.white@duke.edu) and then click the "Submit" button. In Step 2, you need to enter in the requested information and select "Medical Neuroscience" in the drop-down menu to the right of "Course Selection", and then you click "Submit". A new page should appear that states "Account created" and directs you to check your email account provided on the previous page for an email from support@sinauer.com. The email will provide final directions to confirm your account and log into the website. o The textbook practice problems are in the form of multiple choice quizzes (about 20 questions or so per quiz) with randomly selected questions that change with each attempt. References to the textbook are located below each question to aid in study. BrainFacts.org: http://www.brainfacts.org/ Society for Neuroscience: http://www.sfn.org/ Genes to Cognition: http://www.g2conline.org/ Portraits of European Neuroscientists: http://neuroportraits.eu/ Sylvius: http://www.sylvius.com/

Free online drawing tools: Skitch - http://evernote.com/skitch/ Google Drive Drawing - http://drive.google.com Pixlr - http://pixlr.com/editor/ Gimp - http://www.gimp.org/ Inkscape - http://inkscape.org/ SmoothDraw - http://www.smoothdraw.com/

Student contributions

Neuroscience Online text from the University of Texas: http://nba.uth.tmc.edu/neuroscience/ posted by Yevgeny Lazarev Brain images from the University of Utah: http://library.med.utah.edu/WebPath/HISTHTML/NEURANAT/NEURANCA.html o posted by Anonymous Lecture series on Human Behavioral Biology from Stanford: http://www.youtube.com/watch?v=NNnIGh9g6fA&list=PL150326949691B199 o posted by Caitlin Michelle Desjardins Brain series with Charlie Rose: http://www.charlierose.com/view/collection/10702

posted by Anthony Risser Allen Brain Atlas: http://human.brain-map.org/static/brainexplorer o posted by Karolina Finc Interactive Neuroanatomy Atlas from Columbia University: http://www.columbia.edu/itc/hs/medical/neuroanatomy/neuroanat/ o posted by Andreas Ludvig Ohm Svendsen Head Neck Brain Spine anatomy site from Duke University: http://headneckbrainspine.com/web_flash/newmodules/Brain%20MRI.swf o posted by Nathan G. Denig Neuroscience 2nd edition searchable online text by Purves, et al.: http://www.ncbi.nlm.nih.gov/books/NBK10869/ o posted by Anonymous Brain anatomy atlas from the University of Arkansas: http://anatomy.uams.edu/anatomyhtml/neuro_atlas.html o posted by JustynaJM Neuroscience tutorials from Columbia University: http://www.columbia.edu/cu/psychology/courses/1010/mangels/neuro/neurotutorial.html o posted by Amaia Otxoa de Amezaga Basics of clinical neuroscience tutorial from Washington University: http://www.bioon.com/bioline/neurosci/course/index.htm o posted by Frederick J. Carey Collections of 3D anatomy models o BodyParts3D: http://lifesciencedb.jp/bp3d/?lng=enposted by Tony Nelson o BioDigital Human: https://www.biodigitalhuman.com/home/posted by Mario Julian Ramon Montoya o BrainBrowser: https://brainbrowser.cbrain.mcgill.ca/surfview.htmlposted by Justin Johnsen Introductory neuroscience booklet from the British Neuroscience Association: http://ibro.info/publications/neuroscience-science-of-the-brain/ o posted by Tony Nelson Digital Anatomist Project from the University of Washington: http://da.biostr.washington.edu/da.html o posted by Efthalia Angelopoulou What-When-How tutorials on neuroscience: http://what-when-how.com/category/neuroscience/ o posted by Sue Taft NeuroSlice app for Android: http://www.imedicalapps.com/2012/10/neuroslice-android-app-specimen-slidesneuroanatomy/ o posted by Laura Lopez-Bueno List of neuroscience databases on Wikipedia: http://en.wikipedia.org/wiki/List_of_neuroscience_databases o posted by Kay Walker Simulation program of the Nernst/Goldman equations: http://www.nernstgoldman.physiology.arizona.edu/ o posted by Florin Oprina Hand-drawn tutorials of brain anatomy: http://www.handwrittentutorials.com/videos.php o posted by Ruth Ophardt The University of Utah health sciences library collection of images: http://library.med.utah.edu/heal/?metadataId=40566 o posted by Stefan Penchev

Course Corrections / FAQ

Unit 1: Neuroanatomy

Video 1-1, 4:04: caption should read "somatic motor" and "somatic sensory". Courtesy of Sergio Ferreira Jr. Video 1-1, 19:00: Dr. White misspoke at this point, saying "parieto-occipital notch" when the correct term is "preoccipital notch" as shown in the caption.Courtesy of Andrew Nuar. Video 1-3, 15:19: "olgiodendocyte" on slide should be "oligodendrocyte". Courtesy of Subbota Anton. Video 1-6, 3:48: Subtitle says "porietal lobe" instead of the correct "parietal lobe". Courtesy of Antonios Bouritsas. Video 1-6, 5:33: Subtitle says "talencephalon" instead of the correct "telencephalon". Courtesy of Antonios Bouritsas. Video 1-7, 2:06: The call-out title at the bottom of the screen should read "cingulate sulcus", not "cingulate sulus". Courtesy of Anthony Risser. Video 1-7, 5:58: Subtitle says "symatic sensation" instead of the correct "somatic sensation". Courtesy of Antonios Bouritsas. Video 1-9, 2:35: Subtitle should read "Central Sulcus" instead of "Central Suclus". Courtesy of Jason LaPres. Video 1-9, 3:28: Subtitle should read "Inferior Frontal Sulcus" instead of "Inferior Frontal Suclus". Courtesy of Jason LaPres. Video 1-9, 5:08: Subtitle should read "Inferior Temporal Sulcus" instead of "Inferior Temporal Suclus". Courtesy of Jason LaPres. Video 1-9, 8:10: "Precentral sulcus" in subtitle should read "precentral gyrus". Courtesy of Ammu Lukose. Video 1-12, 1:30: In a slide showing Table A2, the major function for the oculomotor nerve (CN III) uses the phrase "papillary constriction", which should be "pupillary constriction". Courtesy of Deepti Bettampadi. Video 1-14, 12:43: Dr. White refers to the trochlear nerve wrapping around the caudal medulla but it should be caudal midbrain. Courtesy of Jennifer Christine Simpson. Video 1-14, 12:36: There is caption error -- "Oculomotor Nerve [CN II]", but it should be [CN III]. Courtesy of Ricardo Augusto de Andrade Faria e Silva. Video 1-15, 4:42: Dr. White states that cranial nerve 1 is the optic nerve (it is actually the olfactory nerve), but then goes on to describe the olfactory nerve. Then he states that nerve 2 is the optic nerve (correctly). Courtesy of Larry Woods. Video 1-16, 4:35: "The seventh nerve the nucleus there is called the facial nerve." should be "The seventh nerve the nucleus there is called the facial nucleus." in both Dr.White's narration and the subtitles.. Courtesy Jason LaPres. Video 1-20, 14:44: "Upper pons" should be "upper medulla" in both Dr. White's narration and the subtitles. Courtesy of Jennifer Christine Simpson. Video 1-25, 8:00: "Alchoholic" should be "Alcoholic" in the large captions. Courtesy of Jason LaPres. Tutorial Notes on "Cranial and Spinal Nerves": Table A2 in the notes states that the clinical test of function of the trochlear nerve (CN IV) is "Can't look downward when eye abducted". It should be " adducted", not "abducted". Courtesy of Jennifer Simpson. I have corrected this in the current printing of the textbook, but unfortunately, I mistakenly grabbed the old Table A2 to place in your lecture notes. Sorry about this typo! -- Dr. White Tutorial Notes on "Cranial Nerve Nuclei": Table A3 localizes the spinal accessory nucleus to the medulla, but on page 11 of this handout, it states that this nucleus is found in the first few cervical segments of the spinal cord. Both are correct. This nucleus is localized to the transitional region where the caudal medulla gives way to the first few segments of the cervical spinal cord. Thanks to Krista DeStasio for raising the issue! Quiz Question #1: Which of the following structures is derived from the embryonic prosencephalon (forebrain)? o Question #1 has been set so that 'thalamus' and 'hypothalamus' will both score as correct.

Quiz Question #65: Across different types of neurons, which part of the neuron varies the most in absolute size (e.g., in cross-sectional diameter or total length)? o Question #65 has been set to score both 'axonal length' and 'total axonal length' as correct. Quiz Question #68: Which of the following lists the CORRECT anatomical order of structures from medial to (>) lateral? o Question #68 has been changed to score correct for all answers, because some students experienced a set of choices with no correct options. Quiz Question #72: You know a friend with what is sometimes called a lazy eye. More properly termed, this condition is known as strabismus (from the Greek, meaning to squint). This condition involves a misalignment of the two eyes, and sometimes a tendency to squint. This is a serious neurological problem as the brain may actively suppress make blind the information derived from the lazy eye. Unilateral damage to which cranial nerve (CN) could account for this eye movement impairment? o Question #72 has been set to score 'CN III', 'CN IV' and 'CN VI' as correct. Quiz Question #93: Which of the following cranial nerve nuclei is found in the medulla oblongata? o Question #93 has been set to score 'spinal accessory nucleus' as correct. Quiz Question #96: The lesion outlined in the dashed line over the brainstem section involves which of the following structures? o Question #96 has been set to score 'red nucleus' as correct. We are unable to remove an incorrect answer that has been graded as correct ("facial motor nucleus") because this can cause errors in previous attempts by students that included this option. So this incorrect answer will continue to be scored as correct and will be replaced in future attempts with "facial motor nucleus (incorrect answer that grades as correct)". If a student receives this question in their quiz and does not have 'red nucleus' as an option, then they should go ahead and select this option instead.

Unit 2: Neural Signaling

Video 2-1: Dr. White opens the video saying, "Hello everyone, welcome back to Unit 1...". This is a misstatement due to a rearrangement of video order after recording. Courtesy of Sorena Keihani. Video 2-13, 15:45: Dr. White says "small molecule transmitters" when he's talking about (and pointing out) the neuropeptide neurotransmitter vesicles.Courtesy of Glese. Video 2-19, 11:41:Subtitles read "amperrecepters" and it should read "AMPA receptors". Courtesy of Antonios Bouritsas. Video 2-22, 2:28: "protein phosphatases" should be "protein kinases" in Dr. White's narration and the subtitles. Courtesy of Lily C. Video 2-22, 7:10: "Such as what we've seen previously here reproduced in figure 18.18." Should be figure 8.18. Courtesy of Jason LaPres. Tutorial Notes on "Ionic Basis of Resting Membrane Potential" : Under point 3 in Learning Objectives on page 1, "Nerst equation" should be "Nernst equation". Courtesy of Jennifer Christine Simpson.

Unit 3: Sensory Systems

Video 3-1, 2:44: Dr. White says "posterior" instead of "anterior" when referring to the location of the prosencephalon. Courtesy of Jennifer Christine Simpson. Video 3-2, 12:25:Subtitles read "peel" instead of the correct "pial", e.g. "pial layer" and "pial surface". Courtesy of Jennifer Christine Simpson.__ Video 3-2, 12:38: Subtitle reads "[UNKNOWN] axons" and should be "myelinated axons". Courtesy of Jennifer Christine Simpson. Video 3-2, 13:50:Subtitle reads "principle [UNKNOWN] that" and should be "principle thalamic nuclei that". Courtesy of Jennifer Christine Simpson.

Video 3-2, 15:21:Subtitle reads "[UNKNOWN] surface" and should be "pial surface". Courtesy of Jennifer Christine Simpson. Video 3-3, 9:54:Subtitle reads "[UNKNOWN] stain" and should be "Nissl stain". Courtesy of Jennifer Christine Simpson. Video 3-9, 9:19: Dr. White discusses the path of the second order axon as it "sweeps across the tegmentum of the midbrain". This should be "sweeps across the tegmentum of the medulla". Courtesy of Deepti Bettampadi Video 3-10, 2:01:The label in the top right of the screen should read "V-lemniscus" not "V-lemiscus". Courtesy of Jason LaPres.__ Video 3-10, 5:44: Dr. White comments that the central processes of propioceptive fibres from the lower limb will synapse in the Clarke nucleus of the thoracic spinal cord,but in the figure (Figure 9.9 of Neuroscience 5e), the Clarke nucleus is in the lumbar spinal cord. "Clarke's column does indeed extend into the upper lumbar segments (so technically, the figure is OK). However, I would not want this figure leading learners into associated Clarke's nucleus primarily with the lumbar cord. Rather than remembering the superior and inferior limits of this column, I would rather have you all simply associate it with the thoracic spinal cord." --Dr. White Courtesy of Deepti Bettampadi Video 3-27, 14:51:The large caption reads "quadratanopsia" and should read "quadrantanopsia". Courtesy of Jennifer Christine Simpson.__ Video 3-38, 4:45:Dr. White says that "vestibular nuclei found in lateral tegmentum of upper part of pons and caudal part of medulla". It should be "vestibular nuclei found in lateral tegmentum of caudal part of pons and upper part of medulla". Courtesy of Deepti Bettampadi. Video 3-38, 7:16:Dr. White says "the junction of the pons and the medulla" but this should be "the junction of the pons and the midbrain". Courtesy of Jennifer Christine Simpson. Quiz Question #4: When are nearly all neurons in the cerebral cortex generated? o Question #4 has been set so that 'in the first trimester of gestation' will also score as correct. Quiz Question #9: Which of the following options correctly ranks the diameter of the sensory axons in peripheral nerves? o Question #9 has been set so that 'pain and temperature afferents > cutaneous mechanoreceptor afferents > muscle spindle afferents' will also score as correct.

Unit 4: Motor Systems

Tutorial Notes on 4-14 "Emotional Motor System": These notes are incorrectly titled 'premotor cortex' within the document. However, the remainder of the notes on the page are correct for the emotional motor system.

Unit 5: Brain Development

Video 5-19, 1:14: On the learning objective, "while matter" should be "white matter". Courtesy of Jennifer Christine Simpson.

Unit 6: Cognition

Frequently Asked Questions

Why does the Quizzes and Exams page say I attempted a quiz when I haven't? This might occur if you open a quiz or exam to preview the questions. Please remember that the quizzes and exams are timed tests, and the timer starts once the quiz is opened! The timer cannot be stopped and the quiz automatically counts an attempt when the timer runs out. What is the Signature Track? The Signature Track allows students to verify their identity when they take quizzes and exams during the course. Upon completion of the course, if a student receives a certificate, it will note this verification process. Students can receive a certificate (called a Statement of Accomplishment) by completing the free course according to the requirements described in the Grading Policy. The bottom of this certificate will state that the identity of the holder was not verified by Coursera. If you would like to learn more about the Signature Track option, please follow this link: https://www.coursera.org/signature/course/medicalneuro/228 Where is the Peer Assessment assignment? The first peer assessment will not appear on the Peer Assessments page until April 15th. This first peer assessment will be an ungraded example for students to try out the submission and evaluation process while also visualizing their knowledge of the human brain. Can students use textbooks other than the one recommended by the instructor? Yes. Students can use whatever text they have available or that they would find most helpful. Selected readings from the recommended textbook (Neuroscience, 5th ed.) that relate to the course topics are provided in the "Suggested Readings" page, but these are completely optional for students. How is the forum participation component of the final grade calculated? To receive the full 5% for forum participation, students are asked to post an average of four times per week in the discussion forums. The Coursera platform records the total number of posts by each student (whether posted anonymously or not). At the end of the course, we will multiple 5% by the fraction of total posts divided by 36, with a maximum of 5%, and the result will be added into the final grade calculation. Therefore, every post a student makes, at any time during the course, contributes 5/36th of a percent towards their final grade, up to the 36th post. How much time will I have to spend on this class? You can choose to spend as much time or as little time as you desire in our class. We'll be happy if you are just dropping in to watch a video or two every so often! However, if you want to successfully complete the course and receive a certificate, we estimate that the average student will need at least 16 hours per week dedicated to working on the class material. This includes time to watch the videos (as much as six hours in a week), attempt the quizzes and exams (typically ~75 to 100 minutes per quiz attempt, and more for exams), read and participate in the forums, create peer assessment content, and most likely some time for additional study, reading and review. This workload is significant and reflects the intensity of Dr. White's live Medical Neuroscience course at Duke University. When you complete the course, you will have mastered perhaps the most challenging Coursera class currently available! See you at the finish line! How many students are in this class? You can find the current number of students enrolled in Medical Neuroscience on the About You page along the left-hand Navigation Menu. We'll also post other interesting statistics there from time to time.

Can I take this course again in the future? Will being enrolled in this session of Medical Neuroscience prevent me from enrolling in future sessions? Coursera students are free to enroll in as many courses as they wish, without restriction. Any and all participation in this first session of Medical Neuroscience will not prevent you from enrolling in any future session of our course, even if you receive a Statement of Accomplishment. Will the videos, notes, assessments and discussion forums be available to students after the end of the course? We plan to leave the course materials available to enrolled students indefinitely. This means that if you are continuing to follow the course at your own pace, you will most likely have at least several months to access the course materials after the scheduled end of the course. If you are concerned about long-term access to the materials (beyond the next year) then our recommendation is to download the videos and notes for your future reference.