ࡱ> (*'s  jbjb "kk]JJJJJ V J2nnnnnnnnvxxxxxx,nnnnnnnnnnnnnnnv.<nvnnvvb JJnv This model for presenting an electronic learning portfolio will extend beyond the documenting of my learning for Drs. Eileen Reilichs and Lou Therrells most excellent courses on classroom assessment and content area reading at St. Martins College, Lacey, WA. As a result of the PreSERVe process, these projects 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. 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 students own conception of his or her growth. It says, Here is my learning story. Here is my post-baccalaureate learning story.   CJOJQJ2  d2    / =!"#$% n0 gpAUO/?.. 60HnVv `> Heading 1$@&5>*CJOJQJ<A@<Default Paragraph Font8B`8 Body Textd CJOJQJ    Mac Family5GuyMac:Temporary Items:AutoRecovery save of Document2 Mac FamilyRGuyMac:St. Martins 2002!:IHMC Concept Map Tools:IHMCStorage:Portf_Intro_Text(Pg.1) Mac Family6GuyMac:Temporary Items:AutoRecovery save of Portf_Intr Mac Family6GuyMac:Temporary Items:AutoRecovery save of Portf_Intr Mac FamilyRGuyMac:St. Martins 2002!:IHMC Concept Map Tools:IHMCStorage:Portf_Intro_Text(Pg.2)@,T?<@STimes New RomanTimes5Symbol3 Arial;Helvetica3Times"1h{f{f  !0m6A NARRATIVE APPROACH TO ELECTRONIC LEARNING PORTFOLIOS Mac Family Mac FamilyDVZ@C6[@B\@@V@bW@^X@ZY@VZ@_6[@Y\@R\@f@ j` k@ l@ m @ n$@ cu҄@ eux@$uX@$@$ @$ `@ fa@ g @ h uѤ@ iuјW` o(`a` Oh+'0  , H T `lt|'7A NARRATIVE APPROACH TO ELECTRONIC LEARNING PORTFOLIOSN NA Mac Family ac Normali Mac Family 2c Microsoft Word 8.0H@G@Kq@Kq  ՜.+,D՜.+,|8 hp  'Behavioral Health Resources mb 7A NARRATIVE APPROACH TO ELECTRONIC LEARNING PORTFOLIOS Title 6> _PID_GUID'AN{4A0B231E-1F9D-11D8-9559-0800073F0002}/// '''@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@  !"#$%&)Root Entry$$H F|m1.+p1Table p&(&l-666679WordDocument9$:`:4:`:::: ;; ;"SummaryInformationL<^4(4^-ZDocumentSummaryInformation8دehXl<PԯdCompObjl<H$z\="8\pPq#4q]0\+X#|ObjectPoolYX0#$]]YLPm1.m1. h\Hï80 h H0@@8h FMicrosoft Word DocumentNB6WWord.Document.8