The Open University also offers its content for free. The OU offers distance learning courses and course participants attend workshops and online discussions etc. but I think the value (not educational value) comes from the fact that the participants can receive qualifications - how many students would pay their university fees if there were no qualification? Would the OU or MIT say - here's all the course material and if you can pass our assessment (whatever that might be) we'll award you the credit/degree? Unlikely, but it could be a way of making education, and its rewards more available. So, yes there's value added through 'dynamic input' but also through credit/qualification.

We create short, explainer videos (stock) which focus on the core of the topic (hence the name) the videos are designed to be supplemented with material which is, for example, particularly relevant to a group of users, dynamic in the sense of changing quickly or localised etc. So, as you say, both stock and flow are important, but we believe, to some extent, they can be separated.

One way I look at learning is it being made up of four areas: knowledge, skills, attitude and awareness (KASA), to me this helps to focus on what you're trying to achieve and therefore how you go about it. For example, explainers are great for knowledge, on the job training can be excellent for some skills, attitudinal change can come about through awareness raising etc - obviously there's overlap and I'm simplifying. So in the sense of stock and flow, I'd also look at KASA to see which dynamic is dominant.