Deliberating Online in Education

Lori Herod
OISE, Dept of Curriculum, Teaching and Learning, UToronto

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     Last modified: May 5, 2005

Abstract
This paper presentation will discuss the findings of a recent study which investigated curriculum deliberation, a process conceptualized in the 1970’s by educator Joseph Schwab. Schwab contended that since curriculum is typically developed in virtual isolation by academics, it is of limited or questionable value. He proposed instead that a deliberative process involving a broader range of stakeholders would result in relevant and defensible curriculum.

Although Schwab’s ideas have been well received, there has been little actual research into or use of the process. The literature suggests this is primarily because his writings lacked practical details for conducting a deliberative activity. In view of this, an exploratory case study approach was used to gather data that would inform both theory and practice. Given that the adult literacy community is resource-poor and geographically dispersed, the ability to deliberate face-to-face is very limited. Thus, the deliberations were conducted in an asynchronous, text-based online discussion forum to take advantage of the time and distance bridging features of this technology. The overarching question in the study was, “How does the process of curriculum deliberation by adult literacy stakeholders unfold in an online environment?”

The findings indicate that the process unfolded in three stages: 1) questioning; 2) deliberating, and 3) accommodating. Despite the appearance of linearity, the process is more accurately characterized as spiral. That is, it involves backtracking, revisiting of old issues or ideas based on new information or insights, going off on tangents, and raising new issues rather than a smooth and orderly progression through stages. A number of factors that influence the process were identified, and a set of planning guidelines for future deliberative activities was developed.

The study confirmed that asynchronous, text-based computer mediated communication is an effective medium in which to deliberate. In addition to its capacity to bridge time and distance, and fully or partially disguise identity, it can promote and sustain equitable participation and critically reflective dialogue. The findings also suggest that research into the use of synchronous components to enhance the deliberative process in an online environment would be beneficial.