Concept mapping based on Ausubel’s (Ausubel, Novak and Hanesian 1986) learning theory, provides a model for assimilation of new information into the students’ prior knowledge for subsequent meaningful learning. Although concept maps were not originally designed to directly support the learning process of assimilation, assessment and reflection, the technique was applied within a higher education setting in support of learning planning and learning “object” integration. This support required the development of a methodology in support of a learner-centric domain, incorporating the development of a valid conceptual framework, modeling an individual’s subject specific learning spaces, using concept maps. The early and ongoing control, management and review of these concept maps is fundamental to ensure that learners do not develop immature, incomplete or incorrect models. To assist in directing and correcting misconceptions with these early models we need to understand that learning is not an event of mere replacement of old ideas with new ones, the organisation, refinement and differentiation among contexts is also important. (Caravita and Hallden 1994) The management of personal and generic concept maps based on the “folder” model used in computers has limitations in that the implicit semantic relations between folders, are known only by the user. This generally means that they are stored in discrete locations with minimal obvious linkage. The key for embedding concept maps within a UoS is to offer the seamless integration of generic and personal concept maps supporting the organisation of personal memory, creating a platform for meaningful learning. This paper will review our early work in supporting the embedding of concept maps within a UoS with particular emphasis on the methodology adopted and the early response from learners.