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Journal Entry 4
Laura Howard
University of Maryland University College
November 6, 2016

Modules 4 (University of Maryland University College, n.d.a.) and 5 (University of

Maryland University College, n.d.b.) included a lot of important detailed information on how
and what costs should be considered and analyzed in determining the financial components of
offering distance education. It is hard to just focus on a few issues within these modules since
there are plenty of concepts to examine, but I will try to incorporate a summary of the main
ideas. Learning about the potential in properly executing cost analysis is thoroughly discussed in
these modules.
Module 4 (University of Maryland University College, n.d.a.) examines the concepts of
various media used within distance education and their assigned and/or estimated costs. There is
a comparison and association to determine how much time and preparation goes into creating
various media and how it relates to the amount of time that a student uses that media in the
learning process. I am familiar with student learning/contact hours, but I was not with how the
timing is associated and determined within the media. Learning to determine and calculate the

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equivalency of the media in terms of student learning hours should help estimate the finances of
how much a program should cost. Also, learning about all the other relative costs with various
media like television, for example, where extra fees such as broadcasting, production time and
all the individuals or departments involved and how they are paid is determined. This was a little
surprising because I am not familiar and I did not think about all that is involved with offering
and developing a televised course. I really like the idea of using the spreadsheet because it is
visually easier to see exactly what is going on and creating the awareness if something is not
working to the degree that would be financially capable with a certain piece or multiple pieces of
media. Finding the ideal media that not only provides educational benefits, but also proper
financial accounting and actions, would appear to be one of best achievement for distance
education. Module 4 (University of Maryland University College, n.d.a.) provided great
information on financial concepts that are essential to recognize and create an awareness of the
various costs using different forms of media in distance education.
Module 5 (University of Maryland University College, n.d.b.), overall. is a more
intensive view into the media options for distance education and their financial positions. Some
of the various media focused on in this module are learning management systems,
videoconferencing and other types of e-learning media and technology. Although it is wonderful
to know that there are so many options, having the variety of resources also involves identifying
all their associated costs per student learning hour. One of the most influential topics in this
module was learning about Diana Laurillards (2010) cost analysis spreadsheet, Comparative
Modelling for Modules, and her conversational framework as explained in Reynolds (2011)
web video. I also watched Laurillards 2011 video presentation that explained her ideas on
examining the costs involved within a learning environment, which is illustrated in her 2010

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Comparative Modelling for Modules spreadsheet, and her 2012 video on the importance of
recognizing how to use technology appropriately and effectively in modern education.
Laurillards idea of the interaction between the instructor and student framework appears to be
easy to understand and logical, from what I saw on the Reynolds (2011) video. The framework,
as seen in the Reynolds (2011) video, shows that the instructor and learner appear to be both
responsible for interactively participating in the course, as Module 5 Unit 7 explained, in a
rather balanced way (University of Maryland University College, n.d.c.). Laurillards (2010)
Comparative Modelling for Modules spreadsheet displays relevant costs for determining
instructor and academic time and involvement in an online course and how those compare with
offering it as a face to face course. I especially like the fact that Laurillards (2010) Comparative
Modelling for Modules spreadsheet compares the face-to-face and distance education offerings,
so that can potentially be an easier way to see what would be the best option. Module 5
(University of Maryland University College, n.d.b.) provided me with a deeper look into options
that are possible with e-learning media and technology, and the importance of understanding how
to account for all costs in distance education program.
Modules 4 (University of Maryland University College, n.d.a.) and 5 (University of
Maryland University College, n.d.b.) provided an array of detailed information on digital media
and technology and their in-depth costs. After receiving all the information included in these
modules I feel that I have a foundational understanding of what I need to include or at least
consider when determining how much a course or program will cost. Although I do consider
myself (and have been told) to be a person who is more aware of the detailed aspect of certain
things, I still think this will be challenging for me to make sure I include and calculate all the
components that are involved in a helpful cost analysis. I actually prefer working on certain tasks

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such as examining costs, so hopefully that will provide me with the ambition to learn the
concepts more intently.
References
Laurillard, D. (2010). Comparative modelling for modules [Microsoft Excel spreadsheet].
London Knowledge Lab, Institute of Education. Retrieved from
https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2011-0517.0559.M.62CF7E24CB9BA4378F853D753CA31C.vcr&sid=2007016
Laurillard, D. (2011, May 17). Is it viable? Modeling the benefits and costs of converting
modules from conventional to Open Mode [Workshop session video file].
Londonknowledgelab, IoE. Retrieved from
https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2011-0517.0559.M.62CF7E24CB9BA4378F853D753CA31C.vcr&sid=2007016
Laurillard, D. (2012, September). Learning technology: Redefining the field [Video file]. Wiley
B-JET Seminar. Retrieved from https://www.youtube.com/watch?v=N4t8IJGbZiY
Reynolds, C. (2011, October 6.). Laurillards conversational frameworks [Video file]. Retrieved
from https://www.youtube.com/watch?v=6eOPWy75Aog
University of Maryland University College. (n.d.a.). Module 4: Costing educational
technologies. OMDE 606-9040, Fall 2016, [Costs and economics of distance education
and e-learning (2168) OMDE-606]. Retrieved from the University of Maryland
University College https://learn.umuc.edu/d2l/le/content/173062/Home
University of Maryland University College. (n.d.b.). Module 5: Costing educational
technologies II: E-learning. OMDE 606-9040, Fall 2016, [Costs and economics of

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distance education and e-learning (2168) OMDE-606]. Retrieved from the University of
Maryland University College https://learn.umuc.edu/d2l/le/content/173062/Home
University of Maryland University College. (n.d.c.). Module 5 unit 7: Laurillard. OMDE 6069040, Fall 2016, [Costs and economics of distance education and e-learning (2168)
OMDE-606]. Retrieved from the University of Maryland University College Retrieved
from https://learn.umuc.edu/d2l/le/content/173062/viewContent/7553365/View