I have thought long about the same issue and beyond. The triple (wiki, Hypothesis, donations) could be a working way to search for OER, form a social group processing them, and optionally support the creators.

I imagine that as follows: a person wants to learn about X. They can head to the wiki site about X and look into its Hypothesis annotations, where relevant OER with their preferred donation method can be linked. Also, study groups interested in the respective resource or topic can list virtual or live meetups there. The date of the meetups could be listed in a format that Hypothesis could search and display on a calendar.

Wiki is integral as it categorizes knowledge, is comprehensive, and strives to address biases. Hypothesis stitches websites together for the benefit of the site owners and the collective wisdom that emerges from the discussions. Donations support the creators so they can dedicate their time to creating high-quality resources.

Main inspirations:

Deschooling Society - Learning Webs

Building the Global Knowledge Graph

Schoolhouse calendar

A major point in Chloé Collins's text is that traditional annotations risk feeling like a chore, done to fulfill teachers' requirements. In Collins's experience, the collaborative dimension of social annotation helps make it into something learners do for themselves.

https://eductive.ca/en/resource/real-life-story/boosting-engagement-with-social-annotation/

Collaborative annotations can have a deep impact on approaches to learning and teaching.