Abstractshows that OER such as OSC enables a majority of educators to better respond to student needs whilst often making teaching easier and in some instances changing teaching practices. Although this paper does not focus on the impact of OER on students, a majority of educators surveyed perceive an increase in student satisfaction when using OER such as OSC and believe that OSC are saving students money.

Description This is a pre--print version of Farrow, R., Pitt, R., de los Arcos, B., Perryman, L.--A., Weller, M. and McAndrew, P. (2015), Impact of OER use on teaching and learning: Data from OER Research Hub (2013. British Journal of Educational Technology, 46: 972-976. doi: 10.1111/bjet.12310. More context is provided in de los Arcos et al (2014). Authors Since late 2012 the project has used a combination of surveys, interviews and focus groups to gather data about the use of OER by educators, formal learners and informal learners across the globe. This data focuses on the overall picture emerging from the survey research of the project, which presently comprises more than 6,390 responses, 50.3% of whom are informal learners, 24.7% of whom are formal learners , 21.6% of whom are educators and 3.4% of whom are librarians. Results from more than twenty individual questionnaires have been compiled, including surveys of K12 and Flipped Learning teachers; college educators from the CCCOER consortium; users of iTunesU, OpenLearn, OpenStax, Saylor, Siyavula and the YouTube channel of The Open University. The datasetThis data comprises responses to surveys carried out by OER Research Hub in multiple countries and use contexts with respect to the impact of open educational resources (OER). In addition to demographic questions -age, gender, country of residence, highest educational qualification, disability, first spoken language, type of employment, etc. 6,390 educators, formal and informal learners, and librarians answered questions designed to elicit information

Chronic non-cancer pain in children and adolescents has been described as "a modern public health disaster" that has generated significant medical and economic burdens within society. Seen as a disease in its own right, chronic pain has short and long-term consequences that impact not only the patient's health but also that of friends and families, due to significant parenting stress and disruptions in family life and structure. The evidence supporting pharmacological treatments and interventional procedures is limited, and no single strategy has been shown to be completely effective in children with chronic non-cancer pain. Therefore, considering the multifactorial nature of chronic pain, these patients should be treated with a multidisciplinary, balanced approach that seeks a primary outcome of improved functioning rather than of pain reduction. Using a bio-psycho-social approach, a multidisciplinary team, including a physiotherapist, nurse, social worker, psychologist, and physician, has been effective in achieving this outcome of improved functioning in children and adolescents with chronic pain. In this review, we discuss the impact, associated conditions, and evolution of chronic pain, along with the crucial role of every member of a multidisciplinary chronic pain clinic involved in the care of the children and adolescents with chronic non-cancer pain.

Open educational resources (OER) have been identified as having the potential to extend opportunities for learning to non-formal learners. However, little research has been conducted into the impact of OER on non-formal learners. This paper presents the results of a systematic survey of more than 3,000 users of open educational resources (OER). Data was collected between 2013 and 2014 on the demographics, attitudes and behaviours of users of three repositories. Questions included a particular focus on the behaviours of non-formal learners and the relationship between formal and non-formal study. Frequency analysis shows that there are marked differences in patterns of use, user profiles, attitudes towards OER, types of materials used and popularity of different subjects. The experience of using OER is fairly consistent across platforms in terms of satisfaction and impact on future behaviour. On the whole, non-formal learners surveyed were highly positive about their use of OER and believe they will continue to use them. With regards to this making formal study more likely some degree of polarization was observed: some believed formal study was now more likely, while others felt it made this less likely. On the whole, while non-formal learners are enthusiastic about using free and online resources, the language and concept of OER does not seem to be well understood in the groups surveyed. A range of findings relating to OER selection and use as well as differences between repositories are explored in the discussion. Abstract in SpanishA pesar del potencial de los recursos educativos abiertos (REA) a la hora de ampliar las oportunidades de aprendizaje, existe poca investigación sobre su impacto en el aprendizaje no formal. Este estudio presenta los resultados de una encuesta realizada entre 2013 y 2014 para recoger datos demográficos, de actitud y comportamiento de más de 3.000 usuarios de tres diferentes repositorios de REA, con especial atención a la relación entre el estudio formal y no formal. El análisis de frecuencias muestra marcadas diferencias en las pautas de uso, perfil del usuario, actitudes hacia los REA, tipos de recursos utilizados y popularidad de diferentes materias. Las distintas plataformas registran experiencias de uso de REA similares en lo que se refiere a satisfacción e impacto sobre comportamiento futuro. Aquellas personas que aprenden en un contexto no formal se muestran muy positivas acerca del uso de REA y manifiestan su intención de continuar usando estos recursos. La transición hacia el aprendizaje formal tras el uso no formal de REA se presenta, sin embargo, polarizada entre aquellos que perciben el estudio formal más probable y los que lo perciben menos probable. En general, mientras que las personas que aprenden en un contexto no formal se muestran entusiastas del uso de recursos gratuitos en la red, se observa la falta de entendimiento del concepto de REA entre los diferentes grupos encuestados. La última sección explora una serie de conclusiones entre las que se encuentran...