{"id":96,"date":"2026-01-24T07:39:05","date_gmt":"2026-01-24T07:39:05","guid":{"rendered":"https:\/\/wherewelearn.com\/blog\/?page_id=96"},"modified":"2026-01-24T11:48:19","modified_gmt":"2026-01-24T11:48:19","slug":"impact-reach","status":"publish","type":"page","link":"https:\/\/wherewelearn.com\/blog\/impact-reach\/","title":{"rendered":"Impact & Reach"},"content":{"rendered":"\r\n

Evidence of use, usefulness, and public benefit<\/h2>\r\n\r\n\r\n\r\n

WhereWeLearn exists to support learning by helping people discover and organise free educational material from across the internet.<\/p>\r\n\r\n\r\n\r\n

This page provides a high-level view of reach and use<\/strong>, shared in a way that respects privacy, avoids profiling, and prioritises public understanding over performance claims.<\/p>\r\n\r\n\r\n\r\n

Impact here is understood as evidence of usefulness<\/strong>, not measurement of individuals.<\/p>\r\n\r\n\r\n

\r\n\r\n\r\n

Our approach to impact<\/h2>\r\n\r\n\r\n\r\n

WhereWeLearn takes a restrained and proportionate approach to impact measurement.<\/p>\r\n\r\n\r\n\r\n

We focus on:<\/p>\r\n\r\n\r\n\r\n

    \r\n
  • whether the service is used<\/li>\r\n\r\n\r\n\r\n
  • whether people return to it<\/li>\r\n\r\n\r\n\r\n
  • whether it remains broadly accessible<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n

    We deliberately avoid metrics that:<\/p>\r\n\r\n\r\n\r\n

      \r\n
    • profile individuals<\/li>\r\n\r\n\r\n\r\n
    • infer personal outcomes or characteristics<\/li>\r\n\r\n\r\n\r\n
    • create pressure or comparison<\/li>\r\n\r\n\r\n\r\n
    • incentivise behaviour over learning<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n

      Not everything that can be measured should be.<\/p>\r\n\r\n\r\n

      \r\n\r\n\r\n

      What we measure (and why)<\/h2>\r\n\r\n\r\n\r\n

      At a high level, WhereWeLearn reviews aggregate usage information<\/strong> to help answer simple questions such as:<\/p>\r\n\r\n\r\n\r\n

        \r\n
      • Is the service being used?<\/li>\r\n\r\n\r\n\r\n
      • Is it being returned to?<\/li>\r\n\r\n\r\n\r\n
      • Is it accessible across different contexts?<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n

        Examples of measures reviewed may include:<\/p>\r\n\r\n\r\n\r\n

          \r\n
        • total visits or sessions over a given period<\/li>\r\n\r\n\r\n\r\n
        • repeat usage at an aggregate level<\/li>\r\n\r\n\r\n\r\n
        • high-level geographic distribution (country level)<\/li>\r\n\r\n\r\n\r\n
        • broad patterns of discovery and navigation<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n

          These measures exist to support stewardship and improvement \u2014 not optimisation or surveillance.<\/p>\r\n\r\n\r\n

          \r\n\r\n\r\n

          Age and child safety<\/strong><\/h3>\r\n\r\n\r\n\r\n

          WhereWeLearn is used by people of different ages, including children.<\/p>\r\n\r\n\r\n\r\n

          To support age-appropriate exploration when an account is used<\/strong>, WhereWeLearn may ask for a user\u2019s date of birth<\/strong>.<\/p>\r\n\r\n\r\n\r\n

          This information is used only<\/strong> to:<\/p>\r\n\r\n\r\n\r\n

            \r\n
          • distinguish between child and adult users<\/li>\r\n\r\n\r\n\r\n
          • ensure learning materials presented are appropriate to age<\/li>\r\n\r\n\r\n\r\n
          • support parents or caregivers in allowing children to explore safely<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n

            This approach is similar to age-based profiles used by family services such as children\u2019s media platforms.<\/p>\r\n\r\n\r\n\r\n

            Providing a date of birth is not required<\/strong> to browse or explore WhereWeLearn without logging in.<\/p>\r\n\r\n\r\n

            \r\n\r\n\r\n

            How age information is treated<\/strong><\/h3>\r\n\r\n\r\n\r\n

            When a date of birth is provided:<\/p>\r\n\r\n\r\n\r\n

              \r\n
            • it is used only for age-appropriateness and safeguarding<\/li>\r\n\r\n\r\n\r\n
            • it is not used for advertising, profiling, or commercial purposes<\/li>\r\n\r\n\r\n\r\n
            • it is not shared or sold<\/li>\r\n\r\n\r\n\r\n
            • it is not used to infer identity, behaviour, or outcomes<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n

              Age information exists to reduce risk<\/strong>, not to increase data collection.<\/p>\r\n\r\n\r\n

              \r\n\r\n\r\n

              Children, families, and restraint<\/strong><\/h3>\r\n\r\n\r\n\r\n

              Where children may be using the service:<\/p>\r\n\r\n\r\n\r\n

                \r\n
              • persuasive or manipulative design is avoided<\/li>\r\n\r\n\r\n\r\n
              • no pressure-based prompts are used<\/li>\r\n\r\n\r\n\r\n
              • learning is presented as exploratory rather than directive<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n

                Safeguards are applied proportionately and with care.<\/p>\r\n\r\n\r\n\r\n

                Parents and caregivers retain responsibility for how children use the service, and WhereWeLearn aims to support \u2014 not replace \u2014 that role.<\/p>\r\n\r\n\r\n\r\n

                What we do not measure<\/h2>\r\n\r\n\r\n\r\n

                To protect trust and avoid misuse, WhereWeLearn does not<\/strong>:<\/p>\r\n\r\n\r\n\r\n

                  \r\n
                • track individuals over time<\/li>\r\n\r\n\r\n\r\n
                • build user profiles<\/li>\r\n\r\n\r\n\r\n
                • infer learning outcomes, abilities, or intent<\/li>\r\n\r\n\r\n\r\n
                • collect demographic or behavioural data for analysis<\/li>\r\n\r\n\r\n\r\n
                • rank or score people, content, or providers<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n

                  Learning is treated as a human activity, not a dataset.<\/p>\r\n\r\n\r\n

                  \r\n\r\n\r\n

                  Operational history<\/h2>\r\n\r\n\r\n\r\n

                  WhereWeLearn has been operational for several years.<\/p>\r\n\r\n\r\n\r\n

                  During this time, the service has:<\/p>\r\n\r\n\r\n\r\n

                    \r\n
                  • been used consistently over multiple years<\/li>\r\n\r\n\r\n\r\n
                  • supported learners across multiple countries, including Ireland<\/li>\r\n\r\n\r\n\r\n
                  • demonstrated sustained, repeat use rather than one-off traffic<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n

                    This history provides confidence that the underlying need \u2014 help navigating free learning \u2014 is real and ongoing.<\/p>\r\n\r\n\r\n

                    \r\n\r\n\r\n

                    Reach overview<\/h2>\r\n\r\n\r\n\r\n
                    \r\n

                    The figures below are shared at a year-level and aggregate level only<\/strong>.<\/p>\r\n<\/blockquote>\r\n\r\n\r\n\r\n

                      \r\n
                    • Period covered:<\/strong> 2025<\/li>\r\n\r\n\r\n\r\n
                    • Total visits \/ sessions:<\/strong> 57,154<\/em><\/li>\r\n\r\n\r\n\r\n
                    • Geographic reach:<\/strong> (top countries by use, country level only)<\/em><\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n
                      \r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
                      Flag<\/th>\r\nCountry<\/th>\r\nCount<\/th>\r\n%<\/th>\r\n<\/tr>\r\n
                      <\/td>\r\nIE<\/td>\r\n30232<\/td>\r\n52.9<\/td>\r\n<\/tr>\r\n
                      <\/td>\r\nUS<\/td>\r\n15315<\/td>\r\n26.8<\/td>\r\n<\/tr>\r\n
                      <\/td>\r\nSG<\/td>\r\n2885<\/td>\r\n5.05<\/td>\r\n<\/tr>\r\n
                      <\/td>\r\nCN<\/td>\r\n2006<\/td>\r\n3.51<\/td>\r\n<\/tr>\r\n
                      <\/td>\r\nGB<\/td>\r\n1583<\/td>\r\n2.77<\/td>\r\n<\/tr>\r\n
                      <\/td>\r\nCA<\/td>\r\n1196<\/td>\r\n2.09<\/td>\r\n<\/tr>\r\n
                      <\/td>\r\nDE<\/td>\r\n426<\/td>\r\n0.75<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/figure>\r\n\r\n\r\n\r\n

                      All figures are intended to show scale of use<\/strong>, not intensity or individual behaviour.<\/p>\r\n\r\n\r\n\r\n

                      (Exact figures are published cautiously and updated periodically as governance and reporting mature.)<\/em><\/p>\r\n\r\n\r\n

                      \r\n\r\n\r\n

                      How to interpret these numbers<\/h2>\r\n\r\n\r\n\r\n

                      These figures should be read as:<\/p>\r\n\r\n\r\n\r\n

                        \r\n
                      • evidence that people find the service useful enough to return to<\/li>\r\n\r\n\r\n\r\n
                      • confirmation that the need spans more than one location or context<\/li>\r\n\r\n\r\n\r\n
                      • an indication that free learning navigation remains a real problem<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n

                        They should not<\/strong> be read as:<\/p>\r\n\r\n\r\n\r\n

                          \r\n
                        • measures of learning success or failure<\/li>\r\n\r\n\r\n\r\n
                        • indicators of educational outcomes<\/li>\r\n\r\n\r\n\r\n
                        • comparisons between groups or regions<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n

                          Impact here is about availability and usefulness<\/strong>, not assessment.<\/p>\r\n\r\n\r\n

                          \r\n\r\n\r\n

                          Limits and caveats<\/h2>\r\n\r\n\r\n\r\n

                          All impact reporting has limits.<\/p>\r\n\r\n\r\n\r\n

                          For WhereWeLearn, these include:<\/p>\r\n\r\n\r\n\r\n

                            \r\n
                          • reliance on aggregate technical signals<\/li>\r\n\r\n\r\n\r\n
                          • avoidance of individual-level data<\/li>\r\n\r\n\r\n\r\n
                          • deliberate restraint in interpretation<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n

                            We prefer to under-claim rather than over-state impact.<\/p>\r\n\r\n\r\n

                            \r\n\r\n\r\n

                            How impact reporting will evolve<\/h2>\r\n\r\n\r\n\r\n

                            As the charity formalises and governance structures mature, impact reporting may evolve to:<\/p>\r\n\r\n\r\n\r\n

                              \r\n
                            • improve clarity and consistency<\/li>\r\n\r\n\r\n\r\n
                            • better explain usefulness at a system level<\/li>\r\n\r\n\r\n\r\n
                            • support accountability to funders and the public<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n

                              Any changes to what is measured \u2014 or how it is reported \u2014 will be documented openly through the Transparency Hub.<\/p>\r\n\r\n\r\n

                              \r\n\r\n\r\n

                              Closing principle<\/h2>\r\n\r\n\r\n\r\n

                              WhereWeLearn measures impact to remain accountable \u2014 not to create pressure, competition, or surveillance.<\/p>\r\n\r\n\r\n\r\n

                              Reach matters because access matters.
                              Use matters because usefulness matters.
                              Trust matters most of all.<\/p>\r\n","protected":false},"excerpt":{"rendered":"

                              Evidence of use, usefulness, and public benefit WhereWeLearn exists to support learning by helping people discover and organise free educational material from across the internet. This page provides a high-level view of reach and use, shared in a way that respects privacy, avoids profiling, and prioritises public understanding over performance claims. 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