NOTE: This following introductory page preceded and gave way to the "Introduction  & Advance Organizer" as a result of my following the PreSERVe method prescribed by Coffey et al. As a "first draft" of my ELP's Introduction, this page demonstrates how the PreSERVe method applied to concept mapping is part of a compositional process, transcending the mere compilation of products.

Stephen Mazepa 6/22/02

The hypermedia document, which contains this and other text-based documents, as well as other mediums, is an experiment. I decided to use a concept mapping software program as the means for constructing an electronic learning portfolio while researching my MED 570 paper. In a paper titled, A Concept Map-based Knowledge Modeling Approach to Expert Knowledge Sharing, Coffey, et al, (2002) described a method and a software program that work together as a potent knowledge modeling tool for "expert knowledge sharing." Placing a student in the role of "expert" when charged with the task of compiling his or her learning portfolio seemed an appropriate designation. A learning portfolio then, becomes the medium for sharing one’s "expert knowledge" about one’s own learning. The iterative nature of the "PreSERVe" process as outlined by Coffey, et al, (2002), is also conducive to continuous refinement of one’s portfolio throughout a school year. As such, this process also provokes a student to create a rationale for the selection of the items to be included and a means for representing that rationale through the concept map structure. As my learning portfolio and research paper assignments progressed, they merged both thematically and physically. At times, one may find the tone or page layout of particular expository text less suitable for a formal paper; or the APA style irrelevant for a learning portfolio reflection. Given this new hypermedial ground upon which I stand, I hope that this electronic portfolio will suffice for fulfilling both assignments.