* whilst the largest number of initiatives (in all three categories) are to be found in north America, there are more than might have been suspected across Europe and rather fewer than expected in the far East.
The analysis indicates a complex and changing tapestry of significant OER initiatives across the world: * we identify three distinct categories of initiatives: open courses, open textbooks and collections of digital assets. Individual countries, mission groups and institutions should review and revise their own policies and strategies to ensure that OER-based learning can play a role in their existing framework of online provision to help them achieve their educational, economic and social goals in a sustainable way. In order to foster effective deployment of OER in a country or an institution, policy advice is needed explicitly to address issues such as business models and the use of new technologies/media to enable pedagogical innovation and enhance quality. The report demonstrates that OER-based learning, as an extension of online education, offers the potential of wider access to high quality education at relatively low cost, across a range of countries.
This report synthesizes key findings by examining similarities and differences in 120 "notable" OER initiatives worldwide against a number of key areas concerning OER development.
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