ÊÊÊ ÊÊÊ This model for presenting an electronic learning portfolio will extend beyond the documenting of

my learning for Drs. Eileen ReilichÕs and Lou TherrellÕs most excellent courses on classroom assessment

and content area reading at St. Martins College, Lacey, WA. As a result of the PreSERVe process, these

projectsÕ scope shifted to a representation of my myriad post-baccalaureate learning. As my learning

portfolio and research paper assignments merged both thematically and physically, what emerged was this

concept map-based electronic learning portfolio. Rooted in techniques commonly used for helping

students define necessary content in their reading assignments, the resulting broader scope has borne this

new practical application.

ÊÊÊ ÊÊÊ Within the CMap lexicon, a "project" refers to an entire set of concept maps and their

accompanying resources. This introductory page outlining the scope and purpose of the entire project is

refered to as the "root map". This implies a top-most or central status in the hierarchy of the project. As

the beginning of my narrative, it presents a main theme or proposition. As a graphic representation of a

forthecoming body of information to be presented, it is an "Advance Organizer" (Ausubel, 1962). This is

the term I chose for the "root map" of a concept map-based electonic portfolio.

Given the new hypermedial ground upon which we stand, one may find the tone or page layout of

certain text less suitable for a formal research paper; or the APA style irrelevent for a learning portfolio.

As an assessment tool, I hope these irregularities prove inconsequential against the obvious usefulness

this process and product demonstrate for students so engaged. This model will demonstrate that using

concept mapping strategies in the service of compiling learning portfolios allows for the introduction of

narrative. Items in the portfolio are not only catalogued, but contextualized within the studentÕs own

conception of his or her growth. It says, "Here is my learning story." Here is my post-baccalaureate

learning story.