I am reading a book right now called “The Graphic Syllabus and the Outcomes Map: Communicating Your Course” (by Linda Nilson). The authors objective is to demonstrate how a syllabus drawn like a concept map (for example) can show how a semester long course discusses the similarities and differences between two theories, or how initial background information is the building blocks for later units. It’s a very interesting book, and I’ve started looking at museum introductions, workshop outlines, and even correspondence as graphics, not paragraphs of text.

One of the observations that the author makes is that her students were using her graphic syllabus’ as a reference point during the semester (instead of immediately ignoring it). They were tracing their route, and checking their learning against this document. Fun stuff.