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For my Applied Research Project, I have decided to explore Kearsley & Shneiderman’s (1998) Engagement Theory as a theoretical framework for my project. As I continue to further explore, I have discovered it is a model for learning in technology-based environments which has the potential to be a stepping point for my research in examining the question of how might an online training module be designed for dental professionals to be better able to provide the specialized care for children with autism spectrum disorder.
“The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks” (Kearsley & Shneiderman, 1998, p. 20). Keeping this point in mind, I wonder if this engagement piece can be explored further to look at not only learners’ engagement but also the engagement of stakeholders when designing an online training module? Should stakeholders be engaged throughout the design process or just at certain points within the design process?
References Kearsley, G., & Shneiderman, B. (1998). Engagement Theory: A Framework for Technology-Based Teaching and Learning. Educational Technology, 38(5), 20–23. http://www.jstor.org/stable/44428478
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For my Applied Research Project, I would like to look at how might an online training module be designed for dental professionals to be better prepared for providing specialised care for children with autism spectrum disorder (ASD) and increasing capacity of trained professionals. There is currently no formal training module for the management of children with ASD at my workplace.
My research is relevant to my practice and one in which I believe needs to be further explored in order to address the gaps in knowledge of dental professionals. Firstly, I would like to disseminate my research to my workplace, specifically in the form of a formal Briefing Note proposal to senior management for the creation and implementation of this type of online training for the dental team. My research will be the evidence which will support the briefing note and inform decision making. My workplace will benefit from my research because the creation of the online training module for the dental team would mean that more children with ASD would be seen in house vs. referring out and possibly waiting a long time before being seen for treatment.
With my extensive network in the dental profession, there may be opportunities for me to connect with those working on the Advisory Committees at the Centre for Interdisciplinary Research and Collaboration in Autism. I am aware that development is underway to create an online professional development for autism and Neurodiversity in Dentistry and this may present an opportunity to disseminate my research.
Another option for disseminating my research is to write an article for Oh Canada!; the official oral health magazine of the Canadian Dental Hygienists Association (CDHA). It is a non peer reviewed publication and instead provides a forum for the communication of association news, clinically relevant dental hygiene and oral health information, and product information for its members.
Last option to consider is the Canadian Journal of Dental Hygiene (CJDH) which is a peer reviewed journal and whose mission is “to publish high-quality, credible, and accessible research to inform practice, education, and policy, and promote the oral health and well-being of the public” (p.110). However, my research will have to fall under one of these themes: risk assessment and management, access to care and unmet needs, or capacity building of the profession. As my research progresses, it may morph and change that it may clearly fall under one of these three themes.
