ed 128 1/4 se 020 945 author grime. s, george m
TRANSCRIPT
ED 128 1/4
AUTHORTITLE
INSTITUTION
SPONS AGENCYREPORT NOPUB DATENOTEAVAILABLE FROM
EDRS PRICEDESCRIPTORS
IDENTIPIE:
ABSTRAcT
SE 020 945
Grime. s, George M.Cost of Initial Development of PLATO instruction inVeterinary Medicine. CER1 Report X-43.Illinois Univ., Vrhana. Computer-Based EducationLab,National Science Poundati n, Washington, D.C.CUL-R-7-43Feb 7523p.PIATO Publication_ Computer-Based Education ResearchLab, 252 Engineering Research Lab, University ofIllinois Urbana, Illinois 61801 ( 1.00 prepaid)
MP-$0083 HC-$1.67 Plus Postage.*Computer Assisted instrue;tion; Expenditures; *UigherEducation; instruction; *7nstructional Programs;tcal Education; Prof5+_ssional Education; *ProgramCosts; Science Education; Teaching Methods;*Veterinary Medicine*P1ATO; Programmed Logic for Automatic TeachingOperations
An academic program instituting the PLATO system oicomputer7assisted instruction at the University of Illinois Collegeof Veterinary Medicine is discussed. Procedures involved setting tip
an organization, establishing an administrative system, studyingcapabilities of the system,_studying factors maLing a lesson suitablefor proaramming, and preparing PLATO classroom facilities. More than50 lessons vere developed in all major subject areas of veterinarymedicine. Included are expenditure data, information on the factorsthat influenced cost of lesson development, lengths of tine requiredfor lesson preparation, and factors of programmer efficienc
* Documents acquired by ERIC include ma y informal unpublished *
* materials not available from other sources. ERIC makes every effort ** to obtain the best copy available. Nevertheless, items dot margimal *
* reproducibility are often encountered and this affects the quality *
* of the microfiche and hardcopy reproductions ERIC makes available *
* via the ERIC Document Reproduction Service (EDRS)..EDRS is not *
* responsible for tke quality of the original document. Reproductions ** supplied by EDRS are the best that can be made from the original. *
**************************************************************v****** *
CERL ¶9pOrf X- 43 Februar_ 975
COST OF MITIAL DtVELOPMENT
OF PLATO INSTRUCTION
IN VETERINARY MEDICINE
GEORGE . GRIMESU S DERAR TNATLNTOF HEAL TH.
EDUCATIIN kwrL.F1 RENATIONAL jtitSTCLAJTE DA
E CIO cAT loN
TIIi. IOF!'IT HAS PEEN 1PR
OUCED EILIACTI,T IAS REisEIVEDTHE Pf5`f SON OR ORGANIZATION GF IGINA TING T POINTS Of- .11,4"4 OR CPnfl0N Ss TA TE DO NOT NEOTNSAL,I ICA P EPNENEN T ()FEIN. AL NATIONAL INIkT. IL Tr OfEDUCATION POSITION OR POLICY
SCOPE OF INITENZST NOTICE
ThA Eflle FAA-Pity has ntiontitithis ductil nen: fp-PI'
an wit iltriqetwilit. this otscto-NIntis ail. of inter eit to the itharing-fl)Usft utit,C I, INA rightF/N 00.11 FATiAet their specialNA:PPi of View.
awrAmm1.11
d Educarlon Rose
Urbana Illinois
COST OF- .,-rfAL DEVELOPMENT OF PLATO INSTRUCTION
IN VETERINARY NEDICINE*
Gcorg rL Gws D.V.M., M.I
Assist nt Professor
College cf Vote..inary Medicine
University c,f Illinois at Urbana-Champaign
February, 1975
*Appreciation is extended to Hrs. Darlene Bennett' without whose help thisreport cCuld not have been produced. She performed extensive calculationsfor the report as well as repeated typing of the report. amila Knisleytyped the final draft.
All rights reserved. No part of t is book may hereproduced in any form or by any means without permission
in writing from the au'hor.
The CVM PLATO Project Leoeived financial support from
the DHEW' National institutes of Health, special Project
Grant No. 1 DOS PE06034-01 and the University of Illinois
at Urbana-Champaign.
The PLATO Project receives financial support from the
National Science Foundation (US NSF C-723) and the University
of Illinois at Urbana-Champaign.
COST OF INTITIAL DEVELOPMENT OF PLATO INSTRUCTION
IN VETERINARY MEDICINE
by
Geor e M. Gri es, D.V.M. M.M.S.
From July 1970 through August 1974 the University of Illinois College
of Veterinary Medicine CVM) instituted the PLATO System in its academic
Pr cedures involved so tting up an organization, establishing an
administrative system, studying capabiJ.Uis of the system, studying
factors making a lesson suitable for programming, training programmers, and
preparing CVM PLATO classroom facilities. Approximately 317 instructional
hoursawere developed, and more than 8,000 student-contact hours- were spent
using lessons. Some student-attitude and lesson-effectiveness evaluations
were carriod out. Finally, plans were made for future use of PLATO at CVM.
Lessons were developed in all major subject areas of veterinary medicine.
An effort was made to select lessons from subjects that were particularly
suitable for computer-based instru tion. More than 50 lessons wer- developed,
including simulation of a bacteriology laboratory, ) Interactive programs
on veterInary diagn(2)
a problem-solving program in nutrition,(3)
gaming
An "instructional hour" is an estimate of the amount of instructionalmaterial which can be covered in one hour by an average student who studiesthe material thoroughly. Or, it is the amount of classroom or laboratoryinstruction time displaced by PLATO instruction. It is a figure that issubject to change as more data is obtained with increased usage of lessons.
bA "student-contact hour" is the amount of time in hours spent by one
student using a PLATO lesson. It is recorded by the system as the studentmakes use of a lesson and is less subject to approximation than the "instrutional hour."
5
proc public health, and a hear sounds identificat on program using
the audio unit. An effort was made to select lessons from both basic and
clinical science areas. from all four class levels, from both semesters,
and from all months of the school year. The s,,:alection permits relatively
even distribution of use of terminals throug _ut the year and more efficient
use of lessons. An effort was also made to involve as many subject-matter
specialists as p,,ssible in lesson develooment. During the four-year period,
24 instructors participated.(4)
The purpose this paper s to report on expenditii,-es, provide info
nation on the factors which influence cost of lesson development at CVM,
indica ie lengths of time required for lesson prep ration, and consider factors
of programmer efficiency.
Summary of Expenditures
A total of $483,266 was expended during the four-year period. This
sum includes all expenditures except computer usage and salaries of most
instructors for and with whom lessons were developed. The computer usage
was p ovided by the Ste_ e of Illinois. Instructors' salaries were generally
not included in the expenditures except those of released-time personnel
or those of instructors paid by the PLATO Project. -2o,veral instructors
spent substantial time in developing PLATO lessons; however, most instructors
did not spend more time developing PLATO lessons than preparing their
conventional instruction. The instructor's time is further diluted as the
lesson is used over a period of years with minimum time required for revising.
The procedures used for preparation of CVM PLATO lessons are designed to
maxi_ ze use of the instructo knowledge, while minimiling his time in
lesson preparation and programming.(5)
The sources of funds for the CVM PLATO Project were as foil
aDHEWJ NIH Special Projects Grant
DHEW, NIH Capitation Grants
Other Federal Funds
State Funds
$251,733
158,565
4,011
68 957
TOTAL $483,266
ary of distribution of funds is1 follows:
Lesson Programmer Salaries $124,670
Au0.iovi5ua1 (AV) Salaries (PhotographerMedical Illustrators, AV Maintenance, Etc. ) 22,047
Other Salaries (Coordinator, Administrative,Secretarial, Statistician, NonproductivePersonnel) b Etc.)
AV Supplies (Films, Microfiche, Etc.)
General Supplies (Office, Books, Etc.)
Travel (Primarily ConsultftS)
Other (Communication Lines, Copy Work,Site Controller, Etc.) 18,089
84,804
TOTAL SALARIES $231,5.1
$ 4,033
4,498
4,360
Equipment (Terminals, Audio, AV, Etc.)
Glassr-om Ren-vation
TOTAL SUPPLIES 30,980
209,183
11,582
GRAND TOTAL $483,266
aDepartment of Health, Education, and Welfare National Institutes of Health
bA few per amel did not stay with the project long en_ugh to produce a
lesson.
7
4
Table I lists detailed expenditures by lessons developed, hours of
instruct irial in each lesson programmers for each lesson and
proportional part of lesson, salaries of personnel as specified for each
lesson, expenses as assigned to each lesson, the grand total cost of each
lesson, estimated cost for r]ach inst uctional hour, and estimated cost per
stlident-contact hour if used by all students in the CVM over a five-year
period.* It should be emphasized that figures shown in Table I are not
l cost:3 for each lesson but are proportional to the instructional
hours in ,2ach lesson over the four-year period. Individual lessons varied
widely in time and cost to produce them. Table I does not include intitial
costs of new equipment and classroom renovation in lesson development costs.
The equiproent is recoverable and the renovated classroom can be used for
individualized instruction other than PLATO.
The total lesson development costs were 262,501, or an average of
$828.00 per hour of instru tional material. At the present level of 86
students per class, distributed over a five-year period, this cost represents
.93 per student-contact hour. This calculat on presumes that the lessons
will be used at a maximum rate. These figures include the delivery of more
than 8,000 student contact hours as well as the development costs. They
represent the initial phases of PLATO lesson development for both the
system as a whole and for the CVM.
Table I indicates that the cost of developing an hour of instruction
varied from $512 00 to $1,763. The principal factor- affecting the variation
Total development cost ($262,501) (86 students per class x 5 years x
217 hours of instruction) = development costs per student-contact hour for
five years.
in costs were 1ev1 of development of th_ PLATO System, use of audiovisuals,
programmer salary, length of time required to develop a lesson, and programmer
efficiency.
Lessons listed in Table I are generally in chronological order in which
the lessons were started. Lessons started in 1970 and some in 1971 were
first programmed on PLATO III. These lessons were later reprogrl- ed on
PLATO IV, the pros stage of the system. As the system developed, not
only did the hardware and the availability of te_ i als improve substantially,
but the TUTOR* language was made _ more flexible and programming became easier.
As progranmiers became more experienced, they were able to provide better
in;tructions to novice programmers. The implementation of "common" storage
tables further improved the manipulation of the ..ystem.
A total of $26,080 was spent for audiovisual personnel, including a
part-ti e medical illustrator, and for audiovisual supplies. However,
programs v- 'ied greatly in the amount of audiovisuals used with the greatest
expenditures being for bacteriology, mycology, parasitology (arthropods),
poultry diseases, and ophthalmology.
The 19 persons listed as lesson programmers included: one graduate
veterinar an, one experienced computer programmer, one mathematics niaj
eleven veterinary students, and five froM other fields (English, bio-chemistry,
nuclear engineering, and business). The gradua e veterinarian was coordinator
f the project and directly participated in development of 26 hours of
instructi n. The computer programmer provided liaison with the systems
programmers of the PLATO System, developed complex routines which could be
*TUTOR is the computer language used in the PLATO System.
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10
used ty lesson prograrruners, and trained and assisted lesson programmers in
the use of the TUTOR language. The mathematics major spent approximately
talf time monitoring the PLATO classroom and half time programming lesson
cater al.
'The veterinary stmdent programmers developed lessons in conjunction with
their classes amd in cooperation with their instructors. They were able to
amproach lessons from a student's point of view, which proved to be an asset
in attract ng student use. The selection of most of the veterinary st dent
pr ers began i summer before they entered veterinary school.
lecmrds of all new veterinary students were reviewed and those with educa-
tional, mathe atioal, or computer background were contacted. Within budget
limitations, those desiring part-time employment were offered a job on an
Jiourly basis. After a tri I period, usually one semester, they w re employed
.as guarte time teaching assistants for the school year and full-time in the
summer. One of the students had two and one-half years' teaching experience.
Another had a B.S. Electrical Engineering and an M.S. in Biomedical
Ingineexing. All had B.S. or M.S. degrees.
The seven non-veterinary related proqransners were selected for their
emperienc_ working with PLATO, for their expertise in a related field,
their ability to proofread lessons for nrrors in English USage.
The salaries of individuals varied according to their rating, 1- gth
of employment, and date of enployment. In general the cost of an hour of
instruction was higher for more highly paid programmers.
14
1 1
Estinated Time for Lesson Devel
The estimated time for lesson development is fr quently requested by
prospective Users of the PLATO System. A precise answer cannot be given
because of the many factors bearing on the decision; however, Tables II and
III provide some in
Table II lists each programmer employed by the CVM PLATO Project for the
four-year period. The amount of time for which the individual was paid was
reduced to hours and divided by the number of hours of instruction produced.
Several programmers w rked more, others less,* than the hours for which they
w -e paid. Even those who maintained a record of their time frequently
devoted n-work tine to productive thinking or classroom activities which
contributed to their program.
An_ther factor affe tiag the number of hours required to produce one
hour of i struction is the length of time lessons have been in existence.
Most of the early lessons have continued being developed and revised.
The capacity of the system to receive feedback information from users and
its facility for rapid editing provide a unique capability of continuous
editing not possible in printed publications. Lessons which have been
existence and undergoing revision for a long time are correspondingly nore
expensive than newer lessons.
Several employees were responsible for other activities such as class
room monitor on evenings or weekends, or project adninistration. Two individuals
were computer programmers and assisted others in lesson production.
*These individuals were frequently highly productive during the ho
they worked.,
15
1 2
TABLE II
ESTIMATE OF TIM RE R LESS N DEVELOFtE--year P
Esti-matedHoursWorked
instruc-tionalHours
Produced
Hourso Pro-
duce OneInstruc-tionalHour
Veterinary StudentLesson Programmers:
programmer S 583 9 65
Programmer W 879 15 59
Programmer T ,844 12 154
Programmer X 908 17 53
Programmer 0 2,503 13 193
Programmer M 1,472 18 82
Programmer G 2,567 40 64
programmer 1 2,739 57 48
programmer F 1$260 13 97
SUBTOTALS 14,755 194
AVERAGE 90
MEDIAN 65_
timatecl
Time
Nen-Veterinary Student Devoted
Employees Who to Lesson
Progr amntd Lessons: Programming-,
Programmer E--Senior PrograMmer 100% 1,380 1 1,380
Programmer C--Project Coordinator-1/4 time programming 25% 1,896 26 73
P oq e A-1/2 time classroommonitoring; ,t1 time
programming 50% 1,049 34
Programmer D--Computer Programmerand Lesson Pro-grammer Supervisor 100% 2,780 41 68
Progr er --h time classroommonitoring; ;1 timeprogramming 50% 493 3 164
Programmer R--Assistant Coordinator 100% 1,907 11 173
Programmer K--English major-proof-reading of lessons 100% 1,065 5 213
5UBTOTALS 10,570 121
AVERAGE 300
MEDIAN 164
GRAND TOTALS 25,325
AVERAGE
WEEMAZWaran.
18276
Two additional hours produced by progr ner and non-progrananing typic
13
For the fouryear period, vet student programmers averaged about
90 hours to produce one hour of in truction; however, since the times used
by two programmers were etrexnely high, the in f 65 hours is considered
more valid statistically. The alflarage and median for all programmers were
182 and 77.5 respectively. As the project continued, the average number
of hours required to produce one instructional hour decreased. The average
ti e for programmers presently employed is 62 hours. Unproductive programmers
axe no longer employed. Figure 1 shows the average production tine of all
programmers who have worked with the p-o)ect.
Pro ammer Efficien
The fact that some programmers take more time to produ e an hour of
instructi n than others does not necessarily imply that the individual is
less efficient. Lessons vary greatly in their quality and complexity. Pro-
grammer involvement varies greatly. Some programmers design and program
the lesson almost entirely on their own, while cthers have 1
laid out and then need only do the progi
designs
kng. The use of audiovisuals
(elides, audio, and manuals) or graphics requires more time per less n.
Some programmers select topics which assure extensive student use. Although
they produce less instructional hours than other programmers, student-
contact hours for their lessons are high.
Some other factors influencing programmer efficiency are:
a) Stage of development of the system.
b) Length of employment.
Use of audiovisuals. The production testing, revision,etc., required more time on the part of the p °grammar.
d) Other activities. some programmers performed other functions
such as classroom monitor in addition to lesson programmin
17
14
14
1380
1360
1340_4360
340
320
300
260
260
240
220
200.
180
160
140
120
00_
80-
60
40
20
4//////m //////
ee,2173 12/70 I 71
5/74///I X w
559
ElSTILL EMPLOYED
NO LONGER EMPLOYED
MONTH/ YEAR IS INDICATED FORSTART AND END OF EMPLOYMENT.
6
1V73
7382
//////////////.///,////////////////,///,///////,///////i////////////.////..////7
///,///,a .//,.7/'..// ///,-/./193 /// ////'/////// ////////// //////////173 //////// -,///777,////////-1//
164 -/////////// /////////////// ///152 ///////////F/i//////////////// Ft///// ///y///////'/// ///,//// /////////////// ///,//// /////////////// ///,//// ///////r/////// ////'/// /////////////// ////'/// /////////////// ////'/// /////////////// ///%/7/ ///,/////////// ///////////////////// ////////////////// //////////////// ////// ///////4//////// ////.////// //////////////// ////////// /////////////// ////////// ///////////,'//,////.//// /////////////// ///,//////// /////////////// ///,////////-////////////// ///,//////// ///v/////////// ////////////-/////////////// //////////// /////////////// //////////// /////////////// 4"//4////// /////////////e/ ///W///// /////////////// A,/*/.////// //////////////// ////////// //////////////// ///////////////// .///!//./././.! /!/.////./1 //./,
10/72 10/71 II/71 9/72 7/70 12/72 61715/74 12/75 3/73 7/73 5/73 5/73 5/72/////// ////////,/,'/// ,//,
PROGRAMMERS
Plguni 1 . Average Produ on l'ime and Peri,o
18T B K
Abilitythers.
15
progrwxer. Some were more proficient than
f) Application of the programmer. Some put in more time than
others, although paid for the same amount of time.
Knowledge of subject matter. Programmers with less knowledge
about veterinary medicine were less efficient in lesson pro-
gramming than others.
Approximately 15% of lesson programmers employed were deemed inefficient
and their contracts were not renewed. One of these was a total loss with no
lessons produced.
Cos- of _Lesson Pro rammd After wo Ye -s' Ex-erience
Table III indicates the programming cost and time to produce an hour
of instruction after the project had been underway for two years. Four
progr-_ ere selected who were employed during the period and whose hours
f instruction produced were reasonably distinct. Programmers I and G were
employed before September 1972. The other two programmers, programmer M and
programmer X, were employed after September 1972. Within 15 months programmer X
learned to manipulate the system rapidly _ d approached program ers I and G
in efficiency.
Espected Future Cost of the CVM PLATO Pro ect
Several factors indicate that lesson development can be performed more
quickly, efficiently, and inexpensively in the future. Lesson development
costs should be reduced sharply provided the economy is static. There is
an increased ease in programming a lesson; programmers are becoming more
expert in lesson programming and lesson design for programming. There is
an improved knowledge in recognizing lessohs that are suitable for programming.
Administration of the project has improved with expe ence.
19
16
TABLE III
SAMPLE COST OF LESSON PROGRAMMING DURINGSECOND TWO YEARS OF PROJECT-
Programmer Programmer G Programmer N rogrammer X
Programming timeperiod between9/72 and 9/74
---------------------------------------------------------
9/72-5/7421 mos.
9/72-9/7424 mos.
6/73-9/7415 mos.
9/73-9/7412 mos.
Hours of instructionproduced since9/1/72
34 29 18 17
Amount paid $5.008.70 $7,601.53 $5,824.58 $3,006.48
Cost per hour ofinstruction 147.31 262.12 323.59 176 5
Hours workedc 1,244 1,776 1,472 908
Time required toproduce one hourof instruction 35½ 61 82
---
53
Average prugramming cost per hour of instruction . . .$227.47
Average time required to produce one hour of instruction . . 5814
aBefore September 1972 programmer I wrote lessons at the rate of $213.72
and required 63 hours to program one hour of instruction.
b_Before September 1972 programmer G wrote lessons at the rate of $271.04
and required 72 hours to program one hour of instruction.
cBased on time for which paid.
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The expected cost of the CVM PLATO Project in the future is dependent
on a number of factors; some of these are:
Amount of student usage. At present, students use terminalsapproximately 15% of the time that terminals are availableto them. Presently, 21 terminals are available for about6,000 hours per month and used about 900 hours per monthby students. As the number of leson hours increases, theavailability of computer space increases, and more class timeis made available for student use; the number of student-contact hours will then increase. As student-contact hoursincrease, operational costs will remain about the same, andthe cost per student will decrease.
Amount of continued lesson development. Continued lessondevelopment will require continued employment of lessonprogrammers and thus increased cost.
Number of locations of student terminals requiring monitoringpersonnel. At present there is one monitored classroom. In
1975-76 a second monitored 7-lassroom will be added, increasingcosts.
d) Number ofincreases
e) Amount ofincreases
g)
operating terminals. A larger number of terminalsthe cost, but improves opportunity for student use.
classroom monitoring desired. Increased monitoringthe cost.
Number of hours classroom will be open. Cost per terminal-contact hour decreases with longer hours of terminal availability.
Amount of repair required for terminals and facilities.
h) Employment of personnel to provide released time for instructors.This factor increases costs but improves quality and use oflessons.
Amount of statistical evaluation performed.
Number of types of audiovisuals needed.
k) Supplementary materials needed.
1) Items included in cost calculations, e.g., office telephoneservice, computer costs, office supplies, heating, electricity,etc. Some of these costs may be charged to general operating
expenses and not to PLATO delivery costs.
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Summary
The cost of initial development of PLATO instruction during a four-
year period was $483,260. Of this amount, $220,765 were for equipment or
renovation. The cost of lesson development for the entire four years aver-
aged about $828.00 per hour of instruction. If 83 students used the lessons
in each class at a maximum rate, over a five-year period the cost per student-
contact hour averages $1.93. With experience this figure should be reduced
substantially.
The median time requi ed for an individual to program an hour of instruc-
tion for the entire four years was approximately 77 hours; however, und
certa ditions a programmer may require as little as 361/2 hours. Programmer
efficiency is based on a number factors such as the quality and complexity
of the lessons, experience of the progranuner, and his knowledge of the subject
matter.
The University of Illinois College of Veterinary Medicine has been
developmental.. The expense _f cant luing the project at this college or
initializing a similar project at another college should be much less as a
result of this experience.
2 2
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REFERENCES
George M. Grimes, Harry E. Rhoades, Prances C. Adams, and Rebecca V.Schmidt. "Identification of Bacteriological Unknowns: A Computer-BasedTeaching Program," Journal of Medical Education, XLVII (April, 1972),289-292.
(2) George M. Grimes, Laurence R. North, Eisbeth M. Holt, and Terry Rathge-"Computer Based Education at the U.I. College of Veterinary Medicine,"The Illinois Veterinarian, XVII (July, 1974), 10-14.
F. N. Owens, A. D. Sherer, and G. M. Grimes. "Computer-based Instructionin Nutrition," NACTA journal, XVIII (December, 1974), 71-74.
(4) George M. Grimes, Thomas J. Burke, Laurence North, and Jon Friedman."Diagnosing Simulated Clinical Cases Using a Computer-based EducationSystem," Journal of Veterinary Medical Education, I (Fall, 1974), 18-20.
(5) George M. Grimes. HANDBOOK for Veterinary Fdculty Use of the rfLATO Systemat the College of Veterinary Medicine University of Illinois, CERL X-39(January, 1973).
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