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* Documents acquired by ERIC include ma y informal unpublished *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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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.

20

17

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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