Category: LRNT 622

One theoretical framework I am interested in including in my applied research project is motivational theory. Key theoretical concepts of motivational theory examine the individual’s beliefs and contextual factors that influence their motivation or impetus to learn (Park, 2018). Researchers have studied motivation from various perspectives, and I am interested in motivational theory because of the many ways that researchers interpret motivational theory within their research context. The Keller’s Arcs model of motivational theory includes the four categories: attention, relevance, confidence, and satisfaction. The first category states that the learner’s attention is required before any learning can take place.  Another common motivational theory called self-determination theory explores the two orientations of motivation: intrinsic and extrinsic motivation (Park, 2018). 

One topic I am interested in is how motivational theory relates to engagement theory. Engagement theory postulates that students that are engaged in learning have more success in learning (Kearsley et al, 1998). I view engagement theory and motivational theory as closely related, and the question I have is how to apply one or the other within a research context. Engagement is a key factor in both intrinsic and extrinsic motivation, and since most learning activities are not intrinsically interesting to students (Park, 2018), I view engagement as a strong component of learning. Engagement is also incredibly similar to attention, a pillar of the Keller’s Arcs model. 

References

Kearsley, G. & Shneiderman, B. (1998). Engagement theory: A framework for technology-based teaching and learning. Educational Technology, 38(5), 20-23

Park, S. (2018). Motivation Theories and Instructional Design. In West, R (Ed.), Foundations of learning and instructional design technology: Historical roots and current trends. EdTech Books. https://edtechbooks.org/lidtfoundations&nav_pos=0&nav_pos=0

For my Applied Research Project, I am interested in exploring how humor in used within paramedic education. As an employee of a paramedic school in BC, my research lens is from a faculty perspective, and I hope my research will be an asset to the continued development of our curriculum. Once I have completed my applied research project, my focus for dissemination of my research findings is through professional development opportunities within my training institution. I hope my research will help guide the development of open, online curriculum as the school expands and develops a robust distance education design for some of the programs. As a curriculum designer I also have the unique ability to be able share my research with our faculty throughout the province. This will help me reach educators who teach all levels of paramedic education through our educational institution. 
Most of our faculty education is centered around in person workshops and training. I can share my research during these workshops by developing a presentation to highlight my research findings. All our faculty are paramedics themselves and can relate to the challenges of using digital educational tools to teach a hands-on vocational skill such as paramedicine. I anticipate my audience will benefit from my research on humor in paramedic education, (specifically highlighting the application of humor in digital tools) and my research findings on how this can fit into a digital learning environment to benefit paramedic students. 

At this point I have no plans to expand the reach of my research past my current employer however, there are opportunities to share my findings with other educational institutions to help create an environment of open access educational resources.