Abstract
This paper describes one lecturer’s experience of teaching the information society, addresses some of the concerns expressed by those who teach in the area, and examines the problems that tend to restrict the learning and teaching environment and methods. Using a Bernsteinian model of ‘framing’ and a Panglossian perspective of ‘optimism’, it attempts to contrast the ideal with the reality of teaching, learning and assessment in the area of information society studies.
‘All is for the best in the best of all possible worlds’. Dr Pangloss in Candide or Optimism (Voltaire).
Teaching the information society for ten years has tended to inculcate a pragmatic attitude to the learning, teaching and assessment of the topic. I enjoy the subject area and take pleasure in learning with the students, for one cannot but learn when one teaches. The subject matter taught at both undergraduate and postgraduate level lends itself to innovative and exciting methods of teaching and assessing. Unfortunately, other aspects of higher education (HE) can militate against using these methods. There occasionally appears to be a discord between the ideal expressed by some in HE and the reality faced by many academics and students. This paper both describes my own experience and seeks to draw some lessons for others.
Get full access to this article
View all access options for this article.