the empty chair at the metrics table
TRANSCRIPT
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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
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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?
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Who are the audiences of scholarly outputs?
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Research focus in representing audiences
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The Rest of the PicturePractitioners
Students (School, Further and Higher Education)
TeachersThe journal as a universityJournal Textbook Monograph Reader Handbook Thesis Web
Resource Slides 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
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What potential measures of educational impact currently exist?
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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 systemDissertation and Thesis Citation Measurement
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What would an educational metric look like, and how might it be used?
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Blending approachesData 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.