‘Hey professor, why are you teaching this class?’ Reflections on the relevance of IS research for undergraduate students

A heutagogical approach for the assessment of Internet Communication Technology (ICT) assignments in higher education

Pedagogical foundations exist for incorporating technology in instruction; however, these foundations have not kept pace with technology's evolution. Through the use of Information Communication Technologies (ICTs), students now can share content directed at external audiences, i.e., audiences other than the instructor. These audiences are referred to as authentic audiences as they are public-facing and exist outside of the classroom. The existing literature offers evidence of student satisfaction with assignments directed at appealing to external audiences, however, the literature provides no comprehensive pedagogical rationale for assignments directed at authentic audiences wherein the goals are self-determined. The authors discuss the theory of heutagogy, the study of self-determined learning, as an approach for assessing assignments that utilize ICTs and are directed at authentic audiences. Finally, the authors offer an approach for the assessment of these assignments, including a rubric.

Are We Making a Better World with Icts? Reflections on a Future Agenda for the IS Field

Dramatic changes in context have occurred over the last 25 years for those of us working in the information systems (IS) field, with ICTs becoming pervasive in many areas of human activity and in all countries of the world. It is ironic that the success of ICTs has led to concerns that the distinct research contribution of the IS field could become lost and that the field itself may decline. The literature over the last decade or so has offered different and sometimes opposing suggestions as to how the field should respond to these concerns. In this paper, I discuss these debates and I use the discussion as a basis for putting forward a skeleton future agenda for the IS field as a whole. This agenda emphasises the need for a focus on ethical goals, increased use of critical approaches, welcoming other disciplines with open arms, widening our field of study to many nontraditional settings and rejecting a dominant methodological paradigm.