1. Feasibility Study A Mythical High School (AMHS) 1234 School Lane Anytown, CO 12345 Prepared by OMDE606 9040 Group 2 Committee Jack Boeve Joanne Deitsch Joyce Reitor Katie Skillrud Mariam Mukhni Mary Anne Llorin

2. Agenda Introduction Course Related Course Overview Course Details Cost Related Cost Ingredients Cost Analysis Media Justification Conclusions Group 2 Committee Feasibility Study

3. Introduction

4. Introduction [1 of 2] A Mythical High School (AMHS) convened a committee to analyze offering an online Advanced Placement Chemistry course Per U.S. Census Bureau in 2013 (File & Ryan, 2014) 84% have a computer 74% have Internet access 73% have high speed connection Can an online offering break even or be profitable with a year of development, a year of maintenance and six years of presentation? Background

5. Introduction [2 of 2] Narrative Jack Boeve Mariam Mukhni Cost Analysis Mary Anne Llorin Katie Skillrud PowerPoint Presentation Joanne Deitsch Joyce Reitor Committee Members

6. Course Overview

7. Course Overview [1 of 4] Students with disabilities Homeschooled students Students who experience bullying Future offerings: Districts that do not offer such programs Target Study Population

8. Course Overview[2 of 4] Course development: Year One Course delivery: Years Two through Year Seven Course maintenance: Year Four concurrent with original curriculum presentation 12 week course with eight units offered three semesters per year Course Basics

9. Course Overview [3 of 4] Blackboard offers a reduced fee for small institutions consisting of fewer than 1,000 students (Trotter, 2008) Cost share of $1,000 per annum Learning Management System (LMS)

10. Course Overview [4 of 4] User friendly Collaborative and student-centered One location for course documents and communications Electronic assignment submission, tests, and grade book Web-based tools built in Peer and self-assessment Technical support available Learning Management System (LMS) Benefits

11. Course Details

12. Course Details[1 of 2] 30-minute video to orientation to online learning/course 30-minute video orientation to Blackboard 30-minute slideshow presentation per unit Open Educational Resource (OER) virtual lab https://phet.colorado.edu/ 30-minute virtual seminar per unit High-quality OER textbook OER supplemental readings Course Materials

13. Course Details [2 of 2] Set of practice problems per unit 30-minute quiz per unit 60-minute midterm exam 120-minute final exam Student Assignments/Assessments

14. Cost Ingredients

15. Cost Ingredients [1 of 7] T1 line treated as a sunk cost Administrative support $5000 per annum Development team Instructional/graphic designer, instructor, web media developer Presentation team Instructor, Blackboard, administrative team, teaching assistant, and advisors Media costs taken from OMDE 606 coursework (Huelsmann, 2015) Assumptions

16. Cost Ingredients [2 of 7] Administrative/Technical 10% of per annum salary ($50,000) = $5,000 per annum Learning Management License 10% of annual license fee ($10,000) = $1,000 per annum Instructor 100% of per annum salary ($15,000) = $15,000 per annum Total Annual Overhead Cost: $21,000 per annum Ingredients: Overheads

17. Cost Ingredients [3 of 7] One-Way Presentations Orientation to Online AP Chemistry, Orientation to Blackboard LMS, Lessons Multi-Way Presentations Virtual Seminar Text-Based Content OER Textbook, Supplementary Readings Assignments/Assessment Quiz, Practice Problems, Midterm and Final Exams Total Development Costs: $76,915 Ingredients: Development Costs

18. Cost Ingredients [4 of 7] Maintenance will begin in year four of the course offering OER textbook Supplementary readings Lessons Total Maintenance Costs: $4,770 Ingredients: Maintenance Costs

19. Cost Ingredients [6 of 7] Materials Virtual Labs will be curated from OERs, PhET Interactive Simulations available through the University of Colorado. There will be no cost incurred. Student Support Assignment Grading: 16 units at $10 = $160 Advising, per hour and group of 10: 24 units at $15 = $12 Given a class of 30 students Variable cost per student: $172.00 Ingredients: Presentation Costs

20. Cost Ingredients [7 of 7] Two classes for both Fall and Spring semesters 30 students per class One class in Summer semester 20 students per class Student fee is $700. Total Anticipated Annual Enrollment: 140 students Total Anticipated Enrollment: 840 students Total Anticipated Income ($700 x 840 student): $588,000 Income: Tuition

21. Cost Analysis

22. Cost Analysis [1 of 6] Ingredients: Annualization Initial Development Annualization Costs Spread through the seven years of the project at 5% $13,292 per annum Maintenance Annualization Costs Spread from maintenance year to end of the project at 5% $1,345 per annum

23. Cost Analysis [2 of 6] Total Costs

24. Cost Analysis [3 of 6] Total Cost Calculations

25. Cost Analysis [4 of 6] Break Even Calculations

26. Cost Analysis [5 of 6] Average Costs

27. Cost Analysis [6 of 6] Average Cost Calculations

28. Media Justification

29. Media Justification [1 of 4] Multimedia Computer-based resources Interactive computer-marked assignments Instructor graded assignments Computer-based tools Blackboard learning management system Media Types

30. Media Justification [2 of 4] Students Ease of Use and Reliability Costs Teaching Interaction and Interactivity Organizational Issues Novelty Speed SECTIONS Dimensions

31. Media Justification [3 of 4] The SECTIONS model covers the use of media in campus ­ based as well as distance education (Bates, 2005). Using a technology selection model is important as it: Applies to a variety of learning contexts Addresses operational and educational issues Enables decision making on various levels, i.e., institutional, tactical and strategic Addresses various media and technology based differences, affords hybrid usage of media for different learning contexts Is cost effective and pragmatic Allows for the implementation of new emerging technologies SECTIONS Model

32. Media Justification [4 of 4] Our specific targeted audience contains a unique demographic and various educational needs. The SECTIONS framework meets this need. The goal of this course is to foster and develop skills in the student population groups that otherwise would not be able to take advantage of such courses. The use of the SECTIONS model to analyze the rich media choices and the costing exercise would be most beneficial to our study. SECTIONS Model

33. Conclusions

34. Conclusions [1 of 2] This AP Chemistry course is fully online and serves demographically diverse and geographically dispersed high school students. The course will help students gain skills which include: Chemistry concepts, comprehension, and understanding Computer literacy Critical thinking and analysis Time management Multimedia and technologies used in future workforce Understanding of e-learning and distance education Student Outcomes

35. Conclusions [2 of 2] The course is financially feasible: 140 students per annum for six years = 840 total students Aggregate unit cost is $172 Average cost per student starting at $1,925 and declining to $464 Costs will be offset by revenue of $700 per student totaling income of $588,000 in year seven The break even point is 465 students occurring in year five Total profit is $198,096 in year seven Financial Feasibility

36. References

37. References [1 of 3] Bates, A.W. & Poole, G. (2003) Effective teaching with technology in higher education. San Francisco: Jossey Bass. Bates, A.W. (2005). Technology, e-learning and distance education (2nd ed.). London, UK: Routledge. File, T., & Ryan, C. (2014). Computer and Internet use in the United States: 2013. American Community Survey Reports (ACS-28). Retrieved from http://www.census.gov/content/dam/Census/library/publications/ 2014/acs/acs-28.pdf

38. References [2 of 3] Huelsmann, T. (2015). Module 5: Costing educational technologies II: E-learning [Course module discussion]. Retrieved from University of Maryland University College: https://learn.umuc.edu/d2l/le/content/56877/Home Rainie, R., & Cohn, D. (2014, September 19). Census: Computer ownership, internet connection varies widely across U.S. Retrieved from http://www.pewresearch.org/fact-tank/2014/09/19/census-computer- ownership-internet-connection-varies-widely-across-u-s Trotter, A. (2008, June 13). Blackboard vs. Moodle: Competition in course- management market grows. Education Week. Retrieved from http://www.edweek.org/

39. References [3 of 3] U.S. Census Bureau. (2014, September 18). Census bureau’s American community survey provides new state and local income, poverty, health insurance statistics [Press release]. Retrieved from http://www.census.gov/newsroom/press- releases/2014/cb14-170.html