With the rise in access to mobile multimedia devices, educational institutions have exploited the iTunes U platform as an additional channel to provide free educational resources with the aim of profile-raising and breaking down barriers to education. For those prepared to invest in content preparation, it is possible to produce interactive, portable material that can be made available globally. Commentators have questioned both the financial implications for platform-specific content production, and the availability of devices for learners to access it (Osborne, 2012). The Open University (OU) makes its free educational resources available on iTunes U and via its web-based open educational resources (OER) platform, OpenLearn. The OU’s OER on iTunes U reached the 60 million download mark in 2013; its OpenLearn platform boasts 27 million unique visitors since 2006. This paper reports the results of a large-scale study of users of the OU’s iTunes U channel and OpenLearn platform. A survey of several thousand users revealed key differences in demographics between those accessing OER via the web and via iTunes U. In addition, the data allowed comparison between three groups: formal learners, informal learners and educators. The presentation raises questions about whether university-provided OER meet the needs of users and makes recommendations for how content can be modified to suit their needs. As the publishing of OER becomes core to business, we reflect on reasons why understanding users’ motivations and demographics is vital, allowing for needs-led resource provision and content that is adapted to best achieve learner satisfaction, and to deliver institutions’ social mission.

1. Open educational resources for all?
Comparing user motivations and
characteristics across The Open
University’s iTunes U channel and
OpenLearn platform
Patrina Law, Open Media Unit, The Open University
Leigh-Anne Perryman, OER Research Hub, The Open University
Andrew Law, Open Media Unit, The Open University

2. “Advancement and dissemination of learning
and knowledge … to promote the general
wellbeing of the community.”
2

3. The hypothesis:
Open education models lead to
more equitable access to
education, serving a broader base
of learners than traditional
education.

5. Online survey (n=1067)
Disabled: 19%
English first language: 81%
UK resident: 66%
Online survey (n=2,208)
Disabled: 13%
English first language: 53%
UK resident: 14%
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
Under 15
years
15 – 18 years 19 – 24 years 25 – 34 years 35 – 44 years 45 – 54 years 55 – 64 years 65 - 74 years Over 74
years
Prefer not to
say
iTunes U
OpenLearn

6. Online survey (n=1067)
Formal students (14%)
Informal learners (87%)
Educators (16%)
0%
5%
10%
15%
20%
25%
30%
35%
School leaving Vocational qual College dip/cert UG degree PG degree None
iTunes U
OpenLearn
Online survey (n=2,208)
Formal students (38%)
Informal learners (42%)
Educators (18%)

7. The green figures highlight where disabled or unwaged users are above the overall
percentage for that qualification category, the red figures show where they are below
the overall percentage.

8. Non native English speakers residing in
English speaking countries
iTunes U OpenLearn
% of respondents
in English-
speaking countries
English not first
language
% of respondents
in English-
speaking countries
English not first
language
49.39% 11.18% 66.45% 27.00%

9. Comparison of UK national data and survey data
UK national
data
iTunes U OpenLearn
Percentage of working
age adults living in the
UK who are disabled
16%* 15% in UK sample 18% in UK sample
Percentage living in the
UK with English not as
first language
8%** 9% in UK sample 10% in UK sample
*Department for Work and Pensions, Disability Facts and Figures, 2013
**Office for National Statistics, 2013

10. 0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
All -- less likely to
take a paid-for
course
Informal learners
-- more likely to
take paid-for
course
Formal students -
- more likely to
take a paid-for
course
All -- more likely
to take a free
course in the
subject area
All -- strongly
agree -- use OU
materials with
confidence for
factual accuracy
iTunes U
OpenLearn
“I have tended to use
these free modules from
OU and elsewhere as
tasters to help me
decide on more formal
distance learning
courses.”
“…I would be prepared
to pay for whole courses
if I could afford them
but I can't…”
“As a pensioner I
cannot afford to pay for
education, never the
less I still feel the need
to learn and achieve.”

11. Open education models lead to more equitable access
to education, serving a broader base of learners than
traditional education
?

12. How are we responding to this data?
Key
differences
between
platforms
Short,
medium +
long term
action
1. Extend syndication
2. Build badging infrastructure
3. Improve ‘course’ experience (OpenLearn)
4. Explore mobile optimisation
5. Commissioning fine tuned to underserved groups e.g.
disabled/unwaged
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
iTunes U
OpenLearn

13.  Ensure analytics give insight into
underserved groups e.g. disabled, unwaged.
 Ensure accessibility of online content.
 Provide multiple formats.
 Provide mobile optimisation.
 Develop entry-level content to build
learners’ confidence.
 Consider non-native English speakers.
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