Learning is becoming easier to obtain and use and cheaper to provide. But the usage of educational resources is not massive enough for education to be called "open". Open education requires the commitment of large scale resources, and the providers of large scale resources need mundane data with which to justify economic and policy decisions. Along with such "real" results, they need applications that are so "real", they make the potential for wide-spread benefit immediately apparent. Criteria for such applications are presented.

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