The Measured Global Educator: Using SMA to Measure Teaching Impact My work introduces the concept of the Measured Global Educator, leveraging SMA to evaluate an educator’s reach and influence. SMA offers a structured, organised way to collect, track, and interpret evidence of teaching impact (Baron, 2023). Platforms such as YouTube automatically generate extensive metrics, including views, average watch time, retention rates, and interaction measures (Davidson et al., 2010). These indicators offer insight into an educator’s effectiveness of their teaching and how their content is received by learners. Figure 1 illustrates the Measured Global Educator model. In block 1, the educator is shown engaging in teaching—whether in a live classroom using lecture capture, at a desk via screen recording, or in a professional video production studio. These sessions may be streamed live or recorded, edited, and later uploaded to a social media platform (block 2), accommodating both live in-person teaching and teaching that is prepared and shared asynchronously. Once uploaded to a platform like YouTube, a video’s visibility depends on sharing settings— typically unlisted or public (block 3). As viewers engage, more than 60 metrics accumulate. YouTube’s SMA suite (block 4) dynamically presents these metrics, providing educators with a comprehensive dataset to evaluate teaching impact and audience engagement. If educators have shared their videos publicly, metrics reflect aggregated engagement from a broader audience and can be Measuring Teaching Impact in the Digital Domain In many universities—particularly those shaped by global rankings—research is prioritised over teaching, partly due to the availability of established quantitative metrics that measure research impact. While research output is readily quantified through citations, h-index scores, and other bibliometric indicators, teaching remains challenging to assess objectively (Bornmann & Daniel, 2007). Evaluating teaching is more complex and a universally accepted framework for assessing teaching effectiveness is yet to be developed. This lack of a universally accepted teaching metric contributes to teaching often being undervalued relative to research within academic reward systems (De Courcy, 2015; Mastrokoukou et al., 2022). Digital teaching, however, presents new avenues for determining teaching impact. Recording lectures or producing professional teaching content enables educators to generate measurable engagement metrics once uploaded to social media. These data points—over 60 metrics— reflect audience interaction and can serve as proxies for teaching effectiveness and impact (Baron, 2022, 2023). An educator’s influence has traditionally been constrained by the physical boundaries of the classroom, with their teaching reach confined to the number of students present. 99 A Journey of Innovation
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