cc licensed ( BY NC ND ) flickr photo shared by Little Wide World During a presentation last month for the TCC World Online Conference a participant noted in the chat with some irony, that despite the unconventional form and function of ds106 I pointed them to a traditional (long) syllabus for my 2013 class. I said that it was a university course at UMW, so it needed a syllabus. Somewhat later (like yesterday while sitting on a beach) it struck me that it’s another case of Korzybski’s line of the map not being the territory – the syllabus is not the class, the experience, but some representation of it. In wrapping up a year’s experience teaching ds106 I was thinking of how the syllabus was like a mode of bread making, following someone else’s recipe, but changing up the ingredients and the process, iteratively, and getting one’s hands in ...
