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The Diigo group linked below is an example of how great part of Coursera course contents can be made  lastingly available "without limits".  In fact, the https://www.coursera.org/about/ page used to claim:

"We believe in connecting people to a great education so that anyone around the world can learn without limits."

This is copied  from http://webcache.googleusercontent.com/search?q=cache:V7Vm7_B8wrsJ:https://www.coursera.org/about/ , cached on 18 Feb 2014 20:01:32 GMT.

True: sometimes between then and now, the Coursera team removed that claim from the About page: it did sound rather odd after they chose to IP block loging in for course participants residing in Iran, Sudan and Cuba, just because they (the Coursera team) had forgotten to apply for the available and for-free licenses to offer courses in these countries where US trade sanctions apply to commercial offers: see Donald Gilliland's "U.S. Government's 'bone-headed' decision can be fixed with paperwork, official says" (1) and Stephen Downes' comment about it (2).

Stephen's "...it's just Coursera being Coursera, why should I care? The rest of the world is filled with cool stuff" makes sense, in a way. However, being IP-blocked from content  in a LMS (learning management system) that claimed to let you "learn without limits" when you signed up for it does not make sense. Moreover,  the Coursera G+ community - https://plus.google.com/communities/104373535697972587181 - still sports the  "Learning without limits" slogan as a description.

In practice: great part of the Coursera course content is actually available "without limits" on the web: the Coursera LMS  just links to it. Moreover, when a given Coursera course claims to be a MOOC, where the first O stands for Open, it is legitimate to reproduce publicly the content that is really hosted in the Coursera LMS.

Hence the idea of using a public Diigo social bookmarking group for a given course to gather the links to its already public content in its "Bookmarks" section, and to copy or at least describe the Coursera hosted content in the "Topics" section.
It doesn't take much time to do that for a given course (I'll give some "how to" tricks in the comments to this post), and it helps you learn the course content.  So let's hope that among the many people who signed up for Coursera courses AND aren't IP-blocked from accessing their content, enough believe that open learning is more than just a catchy commercial slogan, and will use that or another method to make this content openly available.

(1)  http://www.pennlive.com/midstate/index.ssf/2014/01/coursera_us_government_blocks.html
(2) http://www.downes.ca/post/61790 .
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If you are not familiar with using Diigo for collaborative bookmarking, see https://www.diigo.com/about and the links in the navigation menu on the left.
The link labeled "Collaborate"  leads to https://www.diigo.com/learn_more/collaborate , which explains how Diigo groups work, and in particular, about the groups' discussion and tag suggestion features: these features are the reason why I chose a Diigo group in the example, but other social bookmarking platforms could be used too.
 
Lecture videos (in the example: gathered in https://groups.diigo.com/group/commscience-001/content/tag/video )

All resources streamed and linked to in the "Lecture videos" page of all Coursera pages are publicly available. This means:
- for each course lecture: 2 video files (.webm and .mp4); 1 subtitle file (.srt) and 1 text transcript generated by the subtitle file (.txt)
- for each week of the course: 1 formatted text transcript of all the week's videos (.pdf)

Bookmarking and tagging separately each of these resources would be lengthy: files can be bookmarked with Diigo, but the label of a bookmarked file must be reworded in order to make sense. Besides, it would produce an unwieldy number of bookmarks.

Therefore I created instead an Amara.org page for each video from its .webm file and subtitled the video in that page by uploading to it the .srt file. Then I added the links to the mp4, txt and pdf files pertinent to the video in the Amara.org description, following a model that could easily be copypasted and modified.
I didn't add there the link to the .webm file, because it already appears in the "URLs" tab of the Amara.org page, nor to the .srt file, because the subtitles can be downloaded in that and other formats from the subpage of the subtitles.
I also reworded the title of the Amara video page so it would make sense, but that meant only one  rewording for the video and its other resources.

Finally, I bookmarked and tagged each of these Amara pages in the Diigo group, including its description in the bookmark.

Another advantage of going via Amara.org before bookmarking is that the subtitles can easily be translated on the Amara.org platform. Indeed, the Coursera management originally used an Amara.org team to "crowdsource" the translation of subtitles to volunteers: see e.g. http://www.wiredacademic.com/2012/09/found-in-translation-mooc-player-coursera-partners-with-amara-for-wiki-translations/ for a rosy view.
Actually, it didn't quite work, because initially, the Coursera management imposed a very bossy workflow and harrowingly bad "original subtitles" produced by voice recognition, and it chose to ignore volunteer subtitlers' complaints and suggestions. Fortunately, when the Coursera people abruptly and completely stopped managing the team at the end of 2012, things perked up: people  interested in providing subtitles in a given language did (whether they were members of the Coursera Amara team or not) as should be with crowdsourced subtitling.
In spite (because?) of that, at the beginning of March 2013, the Coursera management deleted this Amara team, and 6 weeks later,  announced a new solution: see http://blog.coursera.org/post/50452652317/coursera-partnering-with-top-global-organizations .

Nevertheless, the videos that had been added to the Coursera Amara team remain available in spite of its deletion: over 3'600 are still listed in http://www.amara.org/en/profiles/videos/jngiam/  . Some subtitling activity on these video pages has continued after the deletion of the team, but due to their incomplete and inconsistent titling, it is difficult to find which course each page belongs to without viewing the video.
This issue could be overcome by socially bookmarking them too,  with reworded titles and with a tag for each course, but 3'600+ videos are a lot to bookmark: doing it within a reasonable time would require the collaboration of quite a few people. Anyone game?
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