Beyond the EU: DORA and NIS 2 Directive's Global Impact
Harrison LRA 2015 What is impact, and how can we improve it?
1. Colin Harrison
Learning Sciences Research Institute/School of Education
University of Nottingham
colin.harrison@nottingham.ac.uk
What is ‘Impact’?
How should we define it?
How might we measure it?
How might we improve it?
2. Impact in the UK:
1 The REF- Research Excellence Framework
2 The Internet: Google Scholar
3 The Internet: YouTube
4 RCUK School-University Partnerships
3. Four publications per professor
Graded by a panel of senior professors as
**** World-leading
*** International but not ‘world-leading’
** International but not three-star
* Recognised as of national importance
U Unclassified
1. The UK Universities REF:
Research Excellence Framework (2014)
4. How might we measure it? The MESH Guide to teaching
spelling (6000+ views)
1,619 Google Scholar citations?
[PDP has 22,500]
2. The Internet
5. Colin: 1,202 YouTube views
[PDP ‘Impact of Educational Research’ has 8,769]
3. YouTube
9. Colin Harrison
Learning Sciences Research Institute/School of Education
University of Nottingham
colin.harrison@nottingham.ac.uk
What is ‘Impact’?
How should we define it?
How might we measure it?
How might we improve it?
10. Colin Harrison
Learning Sciences Research Institute/School of Education
University of Nottingham
colin.harrison@nottingham.ac.uk
What is ‘Impact’?
How should we define it?
How might we measure it?
How might we improve it?
Editor's Notes
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.