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, SAGE Publications Mathias Astell: Marketing Manager, Nature Publishing Group

2. 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

3. 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?

4. Who are the audiences of scholarly outputs?

5. Research focus in representing audiences

6. The Rest of the Picture Practitioners Students (School, Further and Higher Education) Teachers The journal as a university JournalTextbook Monograph ReaderHandbookThesis Web Resource SlidesVideos Researcher XXXXXXX Practitioner XXXXXX Student XXXXXXXXX Teacher XXXXXX

7. What potential measures of educational impact currently exist?

8. 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.

9. Usage Publisher Usage Statistics University Library Holdings Usage Data

10. Other sources Counting of URLs Journal clubs Public and university library holdings Cites in academic presentations Reference management system Dissertation and Thesis Citation Measurement

11. What would an educational metric look like, and how might it be used?

12. 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

13. 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.