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 movement has gained sufficient momentum to investigate these more fully now, and the evidence for OER impact can be found at the Impact Map (OER Research Hub 2014). In general, evidence was found to support the hypotheses, although it was still equivocal and nuanced for some. This pattern of initial belief-​­driven promotion followed by objective evaluation is a necessary one to pursue in new fields. As we saw in Chapter 2, the combination of digital resources and the internet has created new possibilities which don’t have a precedent to draw upon. Therefore, for new fields such as OERs to reach a mature state when critical evaluation is possible, an initial phase characterised by experimentation and often evangelism is required.

OERs can be put forward as a success story for open e­ducation – ­they have had a positive impact for learners, they have developed sustainable models of operation, there is a thriving global community, the open aspect has been retained and there is a resonance with the social function of education, all wrapped up in a modern, 21st century, digital approach. If we revisit the principles of openness listed in Chapter 2, then we can see that OERs fare well against them:


 * Freedom to r­euse – open licences are part of the OER definition
 * Open ­access – ­a defining characteristic
 * Free c­ost – ­usually, although some commercial providers operate a ‘freemium’ model, whereby some content is free and some is paid for
 * Easy ­use – ­generally they are, although modifying OER content can require specialist skills
 * Digital, networked ­content – ­yes, although note previous point about awareness of OERs