EDUC 765: Trends and Issues in Instructional Design

Effective Content Development as a Subject Matter Expert in Instructional Development

By
Alaba Agbatogun
Submitted on October 16, 2015

PROJECT PROPOSAL MODULE 2

Project Title: Effective Content Development as a Subject Matter Expert in Instructional
Development
Sponsoring Organization
The primary sponsor of the project is the University of Toronto, Canada.
The University of Toronto (UoT) is one of Canadas top universities and one of the strongest
research and teaching higher institutions in North America. The University of Toronto is an
academic community committed to a high quality of learning and scholarship. The university
offers undergraduate, graduate and professional programs with excellence.
Project Description
Effective course content development does not only facilitate effective teaching and learning, it
also enhances learners performance. Engaging and interactive instructional content requires an
in-depth understanding of learning theories, instructional strategies and the ability to incorporate
21st century digital technologies. Although many faculty or/and instructors are experts in their
subject disciplines, a majority of them develop courses on the fly. Many of them have lots of
priorities which include academic conferences, research, administration, and other assignments
which conflict with their commitment to developing effective course content. A good quality
course content is time-taking, but when the required time and efforts are missing, it results in a
content that fails from being engaging and learner-centered. Sometimes, some committed Subject
Matter Experts (SMEs) fail to develop engaging course content because they lack formal training
in education; and thus have little or no knowledge and experience about the application of
learning theories in course content development. Learning material must be carefully selected
and designed as well as embed instructional support that would prompt learners engagement,
collaboration and allow learners function independently. The development of this instruction is
aimed therefore at equipping faculty, instructors and teaching assistants with the necessary skills
required to develop interactive course content capable of promoting SMEs skills in content
development with a view of facilitating learners improved learning outcomes.
Aim
To improve the Subject Matter Experts skills in course/program content development with a
view of improving learners performance.
Target Audience
The project is targeted at Faculty, Instructors, and Teaching Assistants/Graduate Assistants who
are experienced and/or new to course/program content development for the traditional instruction
and/or Distance Education.

Delivery Options
The instruction would be structured for both face-to-face and online delivery strategies. The
face-to-face delivery method is to ensure that some individuals of the target population who need
to see, ask, clarify and discuss before they could realize the value of the instruction would have
the opportunity to meet with professionals in the area of instructional development. Additionally,
the face-to-face delivery method would provide an opportunity to challenge the thinking of the
target audience. Professional development programs for faculty is somewhat characterized by
poor attendance because of workload, and preparation for a new semester and other factors. So,
for a fraction of the target audience whose attendance at the face-to-face sessions could be
limited by factors like distance, time, schedule conflict or any other constrains, the online
delivery could be an option to explore. Besides, to either of the two groups, the online version of
the instruction would be made available to encourage self-paced learning and for a reference
purpose.
FRONT-END ANALYSIS: INSTRUCTIONAL NEED MODULE 3
Instructional Need
Subject Matter Experts (Faculty, instructors and Teaching/Graduate Assistants) require training
on how to develop courses/programs that do not only catch learners interest and attention, but
are also capable of promoting learners engagement in instruction and improve their learning
outcomes. Unfortunately, at the University of Toronto UoT), a majority of course content
developed do not seemingly meet students needs and expectations. To determine the need for
this project, the normative needs assessment (by comparing the quality of some courses against
the quality maters rubric and the universitys distance education quality assurance standards),
comparative needs assessment (content of some courses developed at the UoT would be
compared to those of their counterparts or neighboring institutions based on the norms
established by the quality matters rubric) , felt needs assessment (through face-to-face interviews
of a handful faculty, instructors, and some teaching assistants regarding their
inefficiencies/efficiencies in developing effective and interactive course content), and critical
incident needs assessment (students feedback to survey questions to find out whether or not the
content of a number of courses offered in the institution meet students needs with respect to
interactivity and authentic learning).
Instructional development is all about designing learning components in a learning environment
that facilitates successful results, but the reality is that many SMEs lack experience in
curriculum/course development. Although many of them know their area of expertise, but not so
many are knowledgeable in learning theories, learning process and distance education. As a
result, they often develop course content that is not theoretically underpinned. Besides, many
SMEs know what works and what does not in their fields based on their past experience or how
they were taught; hence, a handful of them feel challenged when it comes to doing things
differently regarding course content development. As matter of fact, many of them find it so easy
to structure their course content after click-and-read with heavy information, but with little or no
interactivity.
Course components should be interconnected, interdependent (aligned to each other), and
systematic. Unfortunately some SMEs structure course content in such a way that it becomes a

bit difficult to achieve the specified learning outcomes. In other words, there is gap between the
learning outcomes, the content, activities and other components of the course. Additionally,
SMEs sometimes overly emphasize the value of some content, and as such provide too much
information because they think everything about a topic or topics/concepts is equally important.
They sometimes present course content using jargons without providing full explanation to
students.
The in-class learning environment and the distance education are markedly different in so many
ways. It is quite disheartening when a number of SMEs think that content development for a
distance education course is all about converting the face-to-face materials such as the
PowerPoint to Flash without connecting the content to learners context in order to provide
authentic learning experiences. All of the above-mentioned are some of the SMEs course
content deficiencies which have great impact on the quality of course content they design. The
quality of an instruction influences instructional input, process and output as well as learners
learning outcomes. Well-developed course content is characterized by learner-centered learning
activities which prompt social interaction and collaboration. The project is thus undertaken to
design instruction which would serve as a guide to SMEs on how to develop effective course
content, enhance their skills in course content development with a view of catalyzing learners
improved academic performance.
FRONT-END ANALYSIS: LEARNER CHARACTERISTICS MODULE 3
Learner Analysis
Primary Audience
Faculty (New hires)
Instructors (New hires)
Course developers
Graduate Assistants
Secondary Audience
Curriculum developers
Faculty (experienced, but desires to know more)
Instructional Designers
Teaching Assistants
Curriculum/Program Managers
General Learner Characteristics
Age: 21 - 70
Gender: 60% men, 40% women (primary audience: 55% men, 45% women)
Education: Masters degree to Doctorate or PhD degree
Work Experience: 1 35 years
Ethnicity: Multicultural target group

Entry Characteristics
Pre-requisite Skills and Knowledge
Most are familiar with some pedagogical strategies
Most are experienced professionals in the subject matters
They know the content of their subjects
Attitudinal and Motivational Characteristics
Experience SMEs may assume there is no new thing to learn from this training
Some of the SMEs would be motivated to participate in the training because of the
need to develop course that meet up with the university standards and policy
SMEs who are new hires are motivated to take the training because they would think
the experience would be different from what they were exposed to and also expose
them to new skills.
Some teaching assistants and graduate assistants are be motivated to attend he
training because it would be regarded as part of their professional development, an
add-on to the curriculum vitae, and an opportunity to learn new things.
Prior Experience
Quite a number of the SMEs are familiar with course content development, but they lack
in-depth understanding or knowledge about learning theories and their impact on
instructional development.
Many of the SMEs may be familiar with the development of assignment, activities and
learning outcomes, but a majority of them do have a good knowledge of how to develop
SMART learning outcomes and align them with other course components.
Contextual Analysis
Orienting Context
Goals
To receive one-on-one help in developing course content for distance education
To learn and develop skills required for developing interactive and engaging course
To have a better understanding and broaden knowledge about instructional strategies and
interactive activities
To demonstrate excellence in distance education course development
To develop and deliver quality course courses that will enhance students quality and
promote collaborative learning
Perceived Utility of the Instruction
A majority of the SMEs are very optimistic that training would not only enhance their
skills in distance education course content development, but also improve their teaching
effectiveness and students feddback.
Perception of Accountability

Faculty perceive the training as a tool that would enhance students positive feedback
about their courses
Faculty are of the view that the skills and knowledge gained during the training would
enhance their performance in course design and, development and delivery.

Potential Misconceptions Towards the Subject of the Instruction

[What are the learners potential misconceptions towards the subject of the instruction?]
Instructional Context
Scheduling
The instruction/training would be offered three times in a session, that is, two weeks
before each of the winter, summer, and fall semesters begins. For each of the three
sessions, the 3-day training would run 3-hours per a session. There will be two sessions
per day so as to accommodate interested participants who are for one reason or the other
are not able to attend one of the sessions. The scheduled training period is a time when
faculty/instructors and graduate assistants have less academic and administrative,
activities. It is also the period when the target audience is not encumbered with much
academic workload. The training/instruction would be held in the universitys computer
technology room.
Lighting
The lights in the university computer technology room is controllable; the lamps can
easily be turned on and off as desired. Light switches are easily accessible and could be
turned off when video or PowerPoint presentation on the projected screen requires that
lights are turned off. Additionally, curtains in the room could be drawn easily to provide
shades when needed.
Noise
The university computer technology room is situated in a noise-free environment. The
room is soundproof, and the location of the room is very close to the university Library;
hence, distracting events seldom occurs within its environment.
Temperature
The room is cross-ventilated, equipped with a heating system used to keep the room
warm during the winter season. The room also has air-conditioners that cool the room
when the temperature is naturally high in summer.
Seating
The chairs and the tables are comfortable to sit on. The arrangement of the chairs and the
tables provide the opportunity for individuals to move around easily, come in and go out
without distracting or disturbing others in the room.
Accommodation
The room has entrance that is accessibility compliant. Besides, elevators are also
available for persons with disabilities who require assistance regarding moving up the
building.
Equipment

There are over 50 functional desktop computers, projector, and a projection screen in the
room.
[Transportation]
Transfer Context
[Transferability]
Opportunities for Using Learned Information
The training/instruction would provide SMEs with hands-on experience in course content
development so that they would be able to apply the knowledge and skills gained in
developing their courses.
Support
The university and the department of distance education support SMEs creativity and
their ability to develop learner-centred content that leads to effective teaching and
learning. This as a factor would prompt faculty and instructors interest in transferring the
skills they would learn in instructional development training.
INSTRUCTIONAL IMPACT BASED UPON LEARNER CHARACTERISTICS
Application of Learning Theories
To apply constructivist learning theories to SMEs training on effective course content
development in distance education, the instruction would:
Use open-ended questions to draw their opinions
Create opportunities for dialogue
Clarify and clearly state expectations for the course
Use a variety of instructional strategies that would include the use of multimedia,
interactive activities (to prompt, dialogue, interaction and collaboration), case studies,
reflective writing, group projects.
Use multimodal materials to meet the needs of a variety of learners with different
learning styles.
Application of Motivational Theories
Keller ARCS model of motivation would be applied the proposed training. Keller emphasized
attention as an important element of motivation. To capture the attention, the target audience
would be actively engaged in the training sessions through role plays, and hands-on practice, and
the use of a variety of different media. Efforts will also be made to ensure that the course/training
content is relevant to the professional experience of the target audience. By doing this, it is
anticipated that the faculty, instructors and the graduate assistants would be motivated to
effectively participate in the training. In addition, the target audiences confidence would be built
by encouraging their self-growth as they engage in step-by-step progress in the phases of course
development. Additionally, the expectation of the training would be clearly communicated to the
target audience. In order to fulfill the satisfaction component of Kellers ARCS model of
motivation, participants would be awarded a certificate of completion.

Impact of a Diverse Audience on Instruction

The primary audience for this project (Faculty, instructors, and the graduate assistants) consists
of groups of people with different backgrounds (ethnicity, religions, language proficiency, gender
- sexual orientations, and people with disabilities). In order to cater and provide for the needs of
a diverse audience, the structure of the course would be an inclusive type. Moreover, the course
content would be developed based on the target audience experience, and feedback from
students survey. A variety of instructional methods would also be employed so that the target
audience could have the opportunities to learn and apply and demonstrate the skills they have
learned through multiple contexts. Learners demonstration of learning would be prompted
through individual learning/assignments, peer instruction, small groups, cooperative and
collaborative learning, interactive activities. Learning materials would be carefully selected to
remove constrain access so as to meet the needs of all students including those that are with
disabilities.
TASK/GOAL/PERFORMANCE ANALYSIS MODULE 5
Task Analysis Method
The chosen method of task analysis in this project is the topic analysis. Topic analysis is found
suitable in this sense because it relates to the SMEs job tasks on how to develop effective course
content for distance education. Additionally, the topic analysis is preferred because the SMEs are
expected to execute a sequence of steps in order to develop effective course content. Course
content development tasks consist of high cognitive components (decision making, problem
solving or judgments), the adoption of other traditional task analysis methods may not capture
the cognitive skills required to accomplish the tasks. Therefore, to define the specific content and
structure of the training instruction for SMEs on how to effectively develop course content for
distance education, the topic analysis method was used in conducting the task analysis.
Task Analysis
A. Understanding Some General Pedagogical Considerations in Course Design
1.
2.
3.
4.

Differentiating between online and in-class students/content

Identifying the course learning goals
Identifying and writing instructional objectives
Verifying the alignment of instructional objectives and other course components

B. Determining the Key course Specifics (topics)

1.
2.
3.
4.
5.

Establishing the accuracy of the existing content

Considering the impact of multiculturalism on course content development
How much content should I include in a unit/lesson/module?
Determining timeframe
Developing a reasonable set of topics and setting up a game plan of action

C. Organizing and Sequencing Course topics

1. Understanding the rationale behind prioritizing and sequencing of course content
2. How to organize and sequence course content logically and consistently
3. Methods of sequencing course topics
Chronological strategy vs Disciplinary classification
Simple to complex method vs Concrete to abstract method
Question-based approach vs Problem-based approach
From theory to application approach
D. Deciding the Course Content Design
1.
2.
3.
4.

Creating course content based on context

Content-based course design vs Activities-based course design
A mix of different content design
Developing new course content vs Developing course content from existing materials
Creating content from PowerPoint slides to HTML format
Creating content from MS Word to HTML format
Adopting existing content to support mobile devices
Converting auditory materials to visual content and vice versa

E. Creating Course Content to Meet Students Needs

1. Selecting the learning experiences that help to achieve the instructional objectives
a) Engaging learners in the content through collaboration
Student-led discussions
Independent research and teach-back of online resources
Peer assistance
Case studies
Peer assessment
Practice tests
Group work/critique/reflections
b) Promoting interactivity and ensuring online presence
Understanding social presence, cognitive presence, and teaching presence
Tools for promoting interaction and learning community
Choosing the appropriate technology that will help students learn
c) Best practices in presenting media/technology in course design
Media quality is important (lighting, audio, video, file format etc.)
Connecting media resources effectively to text-based course content
Ensuring inclusive and accessible learning materials
o Captioning video clips
o Transcription of audio and audio-visual materials

o Describing visual learning materials

F. Selecting Instructional Strategies for Optimal Learning Experience
1. What are instructional strategies?
2. Understanding instructional strategies in course design through learning theories
3. Types of instructional strategies that support student-centered learning in distance
education
Interactive instruction (debates, brainstorming sessions, virtual laboratory
experiments, interviewing, conferencing, reflective journals & reports, group
research projects/assignments etc.)
Experiential instruction (field trips, narratives, experiments & simulations,
games, storytelling, case studies, role-playing, guided design, games, model
building etc.)
Indirect instruction (problem solving, case studies, inquiry, reflective discussion,
concept formation, mapping and attainment, writing to inform, reading for
meaning etc.)
4. Guidelines for choosing the appropriate instructional strategies
G. Defining Learning Assessment Tools/Strategies
1. What to measure in course assessment
The learning process
The learning outcomes
2. Linking assessment to the instructional objectives
3. Understanding the assessment methods and tools
H. Writing Quality and Effective Course Content
1. Make it easy to read: Tips of language style
2. Course layout and appearance
Using appropriate fonts and font-sizes
Choosing the appropriate colour scheme to design online courses
I. Summarizing and Reviewing Your Scripts
1. Getting started
2. Strategies for effective document review and editing
J. Conclusion

INSTRUCTIONAL OBJECTIVES MODULE 5

Project (Instructional) Goal
To get the participants (Faculty, Instructors, Graduate/Teaching Assistants) to learn about and
develop knowledge and skills in pedagogy, instructional design, and some technology which will
enhance their professional performance in creating effective course content for distance
education.
Terminal Objectives and Enabling Objectives

Terminal Objective 1: At the end of the training session, the participants will be able to
identify course learning goals, instructional and learning objectives and other course
components for the in-class and distance education courses/programs (Cognitive
domain).
Enabling Objectives: At the end of this module, participants will be expected to:
o Identify the sources of information that describe in-class and online students
and/or course content (cognitive/knowledge taxonomy)
o Differentiate between learning goals, instructional objectives, and learning
objectives (cognitive/analysis taxonomy)
o Write course learning goals that define what students should know and know how
to do at the end of a course (cognitive/knowledge taxonomy)
o Identify the various categories of learning objectives based on Blooms cognitive
domains (cognitive/comprehension taxonomy)
o Identify and explain the three characteristics of useful learning objectives
(cognitive/comprehension taxonomy)
o Select the appropriate action verbs useful in writing measurable and achievable
learning objectives (cognitive/evaluation taxonomy)
o Generate measurable and achievable learning objectives (based on Blooms
cognitive taxonomy) that align with other distance education course components
(cognitive/synthesis taxonomy)
o Align the learning objectives correctly with the course learning goal(s), the
course content, learning activities, instructional strategies, assessments, and other
distance education course components (cognitive/evaluation taxonomy)

Terminal Objective 2: At the end of this module, the participants will be capable of
determining and generating a list of appropriate topics required for developing an
effective distance education course content (Cognitive domain).

Enabling Objectives: At the end of the training session, participants will:

o Determine learners needs adequately in a course using a variety of tools and
from different information sources (cognitive/comprehension taxonomy)

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o Identify and utilize a variety of information sources and tools to establish the
accuracy and correctness of existing course content based on the needs
assessment findings (cognitive/comprehension taxonomy)
o Sketch a draft the content for a section of a topic/unit in a distance education
course based on the learners multicultural and language background
(cognitive/application taxonomy)
o Determine the elements and the amount of content to include in a
course/unit/module based on the type of course design chosen adopted
(cognitive/comprehension taxonomy)
o Generate a list topics to include in the content of a course based on the learning
goals, timeframe, and the available learning resources (cognitive/synthesis
taxonomy)
o estimate a workable timeframe that learners require to complete each element of
a course (cognitive/evaluation taxonomy)
o Develop at least a concept map to plan flow of distance education course content
(cognitive/application taxonomy)

Terminal Objective 3: At the end of this module, the participants will organize and
sequence course topics logically and meaningfully in such a way that it will enhance
effective course content development (Cognitive domain).

Terminal Objective 4: At the end of this module, the participants will select and describe
two preferred course content designs as well as present a rationale for using each design
type (Cognitive domain).

Terminal Objective 5: At the end of this module, participants will create a learnerfocused content on a sub-topic and integrate appropriate media/technology to meet the
needs of a variety learners (Cognitive and psychomotor domains).

Terminal Objective 6: At end of this module, participants will be capable of selecting

appropriate instructional strategies that will help to promote interactive-learning
community and improve learners performances (Cognitive domain).

Terminal Objective 7: At the end of this module, participants will be able to decide and
choose the evaluation strategies that are appropriate for measuring course learning
objectives (Cognitive domain).

Terminal Objective 8: At the end of this module, participants will demonstrate a good
use of language and course layout in the content development for a distance education
course (Cognitive and psychomotor domains).

Terminal Objective 9: At the end of this module, participants will use different strategies
to review course content documents/files (Cognitive domain).

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ENABLING OBJECTIVES MATRIX & SUPPORTING CONTENT MODULE 6

Unit Title: Understanding Some General Pedagogical Considerations in Course Design
Terminal Objective: Identify course learning goals, instructional and learning objectives and other
course components for the in-class and distance education courses/programs.
Pre-instructional strategy: Units overview and a list of unit learning objectives.

Enabling Objective
Identify the sources of
information that describe
in-class and online
students and/or course
content

Level on
Blooms
Taxonomy
Cognitive/
knowledge

Fact, concept,
principle,
rule,
procedure,
interpersonal,
or attitude?
Performance:
Finding/
Remembering

Differentiate between
learning goals,
instructional objectives,
and learning objectives

Cognitive/
Analysis

Concept

Write course learning

goals that define what
students should know
and know how to do at
the end of a course

Cognitive/
Knowledge

Procedures

Identify the various

categories of learning
objectives based on

Cognitive/
Comprehension

Principle

Learner
Activity (What
would learners
do to master
this objective?)

Delivery Method
(Group
presentation/lectur
e, self-paced, or
small group)

Select a
question (from
a list provided)
to work on,
Engage in a
web search for
resources
Search for
educational
articles, Create
a comparative
analysis table of
the following
concepts:
learning goals,
instructional
objectives, and
learning
objectives
Participate in
online and faceto-face small
group/peer
discussion to
brainstorm and
generate ideas,
Develop a list
of four
appropriate
learning goals
Search and
review literature
on Blooms

Individual activity,
Small-group
discussion

Readings, Practice
questions, Group
sharing

Case studies,
Practice Questions,
Group presentation,
Individual report

Readings, Quiz,
Small group
project/presentation

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Blooms cognitive
domains

Identify and explain the

three characteristics of
useful learning
objectives

Cognitive/
Comprehension

Principle

Select the appropriate

action verbs useful in
writing measurable and
achievable learning
objectives

Cognitive/
Evaluation

Facts

Generate measurable and

achievable learning
objectives (based on

Cognitive/
Synthesis

Principle

taxonomy,
Create a verb
wheel
categorizing
action verbs for
writing learning
objectives based
on the six
Blooms
cognitive
taxonomy
Review
literature on the
qualities of
effective
learning
objectives,
Critique
samples of
learning
objectives,
Writes a
summary report
on any three
characteristics
of effective
learning
objectives
Brainstorm
ideas and
generate content
topics from a
chosen case
study, Review
the verb wheel
categorizing
action verbs,
Create a list of
action verbs
appropriate for
writing learning
objectives for 2
or more topics
Read samples
of learning
objectives,

, Self-test

Case studies, Quiz,

Peer review

Quiz, Individual
activity, Peer
review

Readings, Self-test,
Quiz, Peer review

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Blooms cognitive
taxonomy) that align
with other distance
education course
components

Align the learning

objectives correctly with
the course learning
goal(s), the course
content, learning
activities, instructional
strategies, assessments,
and other distance
education course
components

Cognitive/
Evaluation

Procedure

Review the
grading rubric,
Develop
learning
objectives to
match 2 or more
topics, Match
each objective
to a category of
Blooms
cognitive
taxonomy
Review sample Readings, Quiz,
document
Peer review, Group
showing
sharing
alignment of
course
components,
Propose a
summary of
mini-content,
activities and
assignments for
the topic(s),
Create a
mapping chart
showing the
alignment of
course/unit
components

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REFERENCES
Ally, M. (2007). Foundations for educational theory for online learning. In T. Anderson (Eds.),
The theory and practice of online learning, (pp. 15-44). Edmonton, AB: Athabasca
University Press
Bates, T. (2014). Learning theories and online learning. Retrieved September 17, 2015, from
http://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/
Carliner, S. (2003). An instructional design framework for twenty-first century. Retrieved
September 4, 2015, from
http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html#comparative
Clark, D. (2004). A hard look at ISD-2002. Retrieved September 3, 2015, from
http://www.nwlink.com/~donclark/history_isd/look.html
Cole, M., & Wertsch, J.V. (n.d.). Beyond the individual-social antimony in discussions of Piaget
and Vygotsky. Retrieved September 16, 2015, from
http://www.massey.ac.nz/~alock/virtual/colevyg.htm
Dick, W., Carey, L., & Carey, J. (2005). The systematic design of instruction (6th ed.). United
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Hughes, C. A. (2010). The development and adaptation of learning strategies: Helping teachers
meet the needs of their students. Journal of Learning Strategies Intervention, 1(2), 1-11.
Kerr, B. (2007). A challenge to Connectivism. Online Connectivism Conference at the University
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http://billkerr2.blogspot.ca/2006/12/challenge-to-connectivism.html
Kevin, S. (2012). Critical Review of Connectivism: A Learning Theory for the Digital Age.
Retrieved September 16, 2015, from http://stranack.ca/2012/08/16/critical-review-ofconnectivism-a-learning-theory-forthe-digital-age/
Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?
International Review of Research in Open and Distance Learning, 9(3).
Ramirez, R. (n.d.). Comparison of ADDIE, Dick and Carey and IPSD models. Retrieved
September 3, 2015, from
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Ryder, M. (2006). Instructional design models. Retrieved September 4, from University of
Colorado at Denver, School of Education

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FINAL PROJECT RUBRIC

Please see the final project rubric at:
http://www2.uwstout.edu/content/profdev/idtrends/Portfolio-Rubric.pdf and the
reflection paper rubric at:
http://www2.uwstout.edu/content/profdev/idtrends/Portfolio-RubricReflection.doc

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