Start by asking, not assuming.
A learning resource can be available online and still be difficult to use. Language, curriculum expectations, schedules and access to devices can affect what a learner needs. A useful starting point is to ask people in the community how learning already happens.
Relationships can reveal the practical details.
The ambassador approach gives local contributors a role in listening to learners, introducing institutions and gathering feedback. A conversation with an educator may identify a need for a printable explanation. A library may be better placed to host a discussion than an individual student is to organize one.
Working with the people who use a resource helps keep the format practical and relevant.
Make feedback part of the work.
Local participation should influence decisions, not simply distribute a finished resource. Useful feedback describes which examples made sense, where an explanation became difficult, and what practical barriers remained.
Community voices help us understand how resources are used and where educational needs remain.