the empty chair at the metrics table discussing the absence of educational impact metrics and a...
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![Page 1: The Empty Chair at the Metrics Table Discussing the absence of educational impact metrics and a framework for their creation Lauren Ashby: Associate Editor,](https://reader036.vdocument.in/reader036/viewer/2022070413/5697bfaf1a28abf838c9d279/html5/thumbnails/1.jpg)
The Empty Chair at the Metrics TableDiscussing the absence of educational impact metrics and a framework for their creation
Lauren Ashby: Associate Editor, SAGE PublicationsMathias Astell: Marketing Manager, Nature Publishing Group
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Why are we here?
Currently no metrics which focus on the educational impact of scholarly outputs
We propose the creation of a quantitative metric for educational impact
![Page 3: The Empty Chair at the Metrics Table Discussing the absence of educational impact metrics and a framework for their creation Lauren Ashby: Associate Editor,](https://reader036.vdocument.in/reader036/viewer/2022070413/5697bfaf1a28abf838c9d279/html5/thumbnails/3.jpg)
Questions
1.Who are the audiences of scholarly outputs?
2.What potential measures of educational impact currently exist?
3.What would an educational metric look like, and how might it be
used?
![Page 4: The Empty Chair at the Metrics Table Discussing the absence of educational impact metrics and a framework for their creation Lauren Ashby: Associate Editor,](https://reader036.vdocument.in/reader036/viewer/2022070413/5697bfaf1a28abf838c9d279/html5/thumbnails/4.jpg)
Who are the audiences of scholarly outputs?
![Page 5: The Empty Chair at the Metrics Table Discussing the absence of educational impact metrics and a framework for their creation Lauren Ashby: Associate Editor,](https://reader036.vdocument.in/reader036/viewer/2022070413/5697bfaf1a28abf838c9d279/html5/thumbnails/5.jpg)
Research focus in representing audiences
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The Rest of the Picture
Practitioners
Students (School, Further and Higher Education)
Teachers
The journal as a universityJournal Textbook Monograph Reader Handbook ThesisWeb
ResourceSlides Videos
Researcher X X X X X X X
Practitioner X X X X X X
Student X X X X X X X X X
Teacher X X X X X X
![Page 7: The Empty Chair at the Metrics Table Discussing the absence of educational impact metrics and a framework for their creation Lauren Ashby: Associate Editor,](https://reader036.vdocument.in/reader036/viewer/2022070413/5697bfaf1a28abf838c9d279/html5/thumbnails/7.jpg)
What potential measures of educational impact currently exist?
![Page 8: The Empty Chair at the Metrics Table Discussing the absence of educational impact metrics and a framework for their creation Lauren Ashby: Associate Editor,](https://reader036.vdocument.in/reader036/viewer/2022070413/5697bfaf1a28abf838c9d279/html5/thumbnails/8.jpg)
Online Syllabi and Reading Lists
Homa, N. et al. (2013) “An Analysis of Learning Objectives and Content Coverage in Introductory Psychology Syllabi”, Teaching of Psychology, 40(3).
“...evidence from this research indicates that online syllabus citations are useful sources of evidence about educational value...” Kousha, K. & Thelwall, M.(2008) "Assessing the impact of disciplinary research on teaching: An automatic analysis of online syllabuses." Journal of the American Society for Information Science and Technology 59(13): p. 2067.
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Usage
Publisher Usage Statistics
University Library Holdings Usage Data
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Other sources
Counting of URLs
Journal clubs
Public and university library holdings
Cites in academic presentations
Reference management system
Dissertation and Thesis Citation Measurement
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What would an educational metric look like, and how might it be used?
![Page 12: The Empty Chair at the Metrics Table Discussing the absence of educational impact metrics and a framework for their creation Lauren Ashby: Associate Editor,](https://reader036.vdocument.in/reader036/viewer/2022070413/5697bfaf1a28abf838c9d279/html5/thumbnails/12.jpg)
Blending approaches
Data gathered in previous research studies chiefly focused on benefit
to researchers - recast techniques to help expressing educational
impact
Open, not weighted and informational
Quantitative for use in qualitative assessments.
this information has to be used collectively in order to make a useful assessment of
the different ways in which a scholarly output is being used.
The benefits:
Credit for the creation of more educationally focussed outputs
Global awareness of usage of scholarly outputs in education
Support creating syllabi - and the post graduate teaching
community
Students accessing core information more easily
Supporting library collection development
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In conclusion
Our thinking aims to devise a quantitative measure of educational impact: a count of when and how scholarly outputs are used in teaching and learning to better represent and promote these valuable resources.