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 Lane (2012) argues that it is not yet possible to measure how OERs are truly widening either formal or informal engagement in higher education but also suggests that most OERs are ­better suited to learners who are confident and experienced. Bossu, Bull and Brown (2012) indicate that, in the Australian context, those who most need access to higher education typically lack access to technology and, therefore, to OER. Liyanagunawardena, Williams and Adams (2013) express similar concerns regarding the potential of MOOCs to democratise education in developing countries, citing access to technologies, language and computer literacy as barriers, which may result in MOOCs serving only the privileged in developing countries.

Combined with accusations that MOOC providers are focusing on recruiting only elite universities (Rivard 2013), this certainly undermines the democratisation claim. Not only might open education not be reaching some of the target groups it aims for, but it could be exacerbating the situation. If independent study through MOOCs or OERs becomes a recognised desirable component on an individual’s CV, then access to these may, ironically, increase the digital divide with experienced learners acquiring the benefits they offer.

Two drivers may mitigate against this scenario. The first is that these initial findings represent early stages in an adoption curve. It might be expected that experienced learners with high levels of connectivity would be amongst the first cohorts of a new development. As they become more accepted as part of the mainstream, then we would expect to see their uptake in broader society, in much the same way that Facebook moved from being a site used by a technological elite to a tool for the mass population.

The second driver is that global projects are taking much of the open ethos and applying it in a local context. For instance, the