From Printed Guide to the Guide AtTheSide to the Guide Inside

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From Printed Guide to the Guide -At-The-Side
to the Guide Inside

• A talk and demonstration of the work of the
  INHALE Project
• http//inhale.hud.ac.uk1
• Jenny Brook Dave Pattern

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INHALE Project Deliverables

• Portable set of innovative, interactive
  Information Skills units.
• Developed using a variety of information
  resources.
• Iterative evaluations of the design and use of
  the units produced.
• Range of re-useable templates and models for
  other HE/FE institutions to use
• Database of the Information Skills Units.

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Learning Community
INHALE
University Wide Tales
BLACKBOARD prev.CourseInfo HUBS
Computing / Learning Tech
University Wide via HHS fund stream BACITS
Project
HHS ELEN Project
Academics Librarians
Library HiP Project
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INHALE Project- Year 1Getting GoingJanuary
February 2001

• Evaluation Plan and relevant questionnaires
• Ran the Baseline Evaluation
• Lecturers modules identified
• Wrote 7 units for one module Complementary
  Alternative Therapies- begun mid-January -
  delivered 22nd February.
• Ran Pre- Post-Test Questionnaires.

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INHALE Project - Year 1Jan/Feb 2001Writing the
1st set of materials

• Pinched material from the HiP3 site at
  Huddersfield
• Sconul Information Skills Model
  http//www.sconul.ac.uk/publications/99104Rev1.doc
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• Variety of Key LIVE Resources, OMNI NISS RDN
  (VTS) BBC- requested permission to use
• CSALT Effective networked learning in higher
  educationnotes and guidelines.5
• Used our own PRINTED GUIDES.

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Seven Standalone Units and more..

• Interface design has become progressively
  refined.
• (Feb 2001- to date, approx. 8 versions.)
• Final set has been disaggregated into objects
  are database generated
• http//inhale.hud.ac.uk/materials 2
• More units in the database NMAP, PubMed,
  Cochrane, E-journals (Ingenta),
• FLEXIBILITY, REUSEABILITY, CUSTOMISATION

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Embedded

• http//virtual.hud.ac.uk

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Screen Shot of template in BB
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Information Skills Task-example

• This week the task is
• To work through the small set of INHALE materials
  taking you through an example subject search on
  the UK higher education web subject gateway- OMNI
  ( a subset of BIOME). This is a gateway site to
  quality internet resources for Health and Life
  Sciences.
• To then make your own search on OMNI to locate
  resources on the topic this week i.e. Guillain
  Barre.
• Share your search results on your groups
  Blackboard discussion list.

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The E-Book Template

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INHALE ProjectEmbedding the units in VLEs

• TIMING is crucial.
• Having something to demonstrate.
• Allow time to integrate, start small (some
  discussions took place over 3 months!).
• Listen to your lecturers and document discussions
  for both parties to refer back to (see Start-up
  template on web site).
• Build a learning community by finding the
  champions, (Gladwell7-The Tipping Point), and
  talking to/involving the people who have key
  responsibilities (e.g. Learning technologists).
• Elbow your way onto key committees (get support
  from line managers).

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Technical Developments

• Dave Pattern
• d.c.pattern_at_hud.ac.uk
• Inhale Web Developer
• http//inhale.hud.ac.uk

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Technical Developments Project Deliverables

• INHALE Object Database
• Rich Text Format (RTF) Parser

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INHALE Object Database

• What is a Learning Object?

A learning object is an entity, digital or
non-digital, that can be used, re-used, or
referenced during technology supported
learning. Rob Koper Modeling units of study
from a pedagogical perspective http//eml.ou.nl
/introduction/docs/ped-metamodel.pdf
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INHALE Object Database

• stores individual objects
• e.g. text, images, audio, animation, etc
• details of how objects combine into steps units
• stores associated object meta-data IPR
• textual objects are stored in XML format

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INHALE Web Site

• rendering of objects

objectdatabase
CGI scripting style sheets
output
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Rich Text Format (RTF) Parser

• uses familiar software
• e.g. Microsoft Word, Sun OpenOffice, Wordpad,
  etc
• platform (software hardware) independence
• allows basic formatting of text
• easy embedding of images diagrams
• RTF is an open specification
• msdn.microsoft.com/library/en-us/dnrtfspec/html
  /rtfspec.asp

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INHALE RTF Parser

• the parsing process

eBook
INHALEunit
RTFdocument
RTFparser
output
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INHALE Evaluations

• Approx. 600 questionnaires were returned from the
  Baseline survey.
• Some 500 students have been surveyed using the
  in-depth pre- post-test questionnaires.
• So far 22 evaluation reports have been written -7
  are on the web site.

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Evaluation Findings

• The materials have been of value to the majority
  of the Foundation 1st year undergraduate
  students Nursing Health students.
  advanced modules are being planned
• Level of embedding within VLE may have direct
  effect on student use. more work on this
• Level of collaboration with academic staff may
  have direct effect on student take up.

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INHALE Tools (and Templates)

• On the INHALE web site are-
• Draft Evaluation Tool Kit- methodology plus pre
  post test questionnaires
• Draft Template for Start-up discussions
• E-BookTool Kit

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What Next...

• Partners have set up collaborations within their
  faculties are writing materials into the
  database which they will be using in modules in
  WebCT.
• They will also be running evaluations.
• And writing reports.
• We have various ideas for the database..if you
  have too please feel free to talk to us.

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References 1

• 1INHALE Project Web Site
• http//inhale.hud.ac.uk
• 2INHALE Standalone units
• http//inhale.hud.ac.uk/materials
• 3HiP
• http//webserver.hud.ac.uk/schools/library/hip/
• 4Sconul Information Skills Model
• http//www.sconul.ac.uk/publications/99104Rev1.d
  oc

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References 2

• 5 CSALT.Effective networked learning in higher
  education notes and guidelines. 2000.
• 6Gladwell, Malcolm. The tipping pointhow little
  things can make a big difference.2000.
• JISC Interoperability guidelines
• http//www.jisc.ac.uk/dner/collections/dner_inte
  roperability.htm