�ݺ�ߣshows by User: pnshrestha

�ݺ�ߣshows by User: pnshrestha / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: pnshrestha / Sun, 19 Jan 2014 08:01:15 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: pnshrestha Dynamic assessment and academic writing: evidence of learning transfer? /pnshrestha/dynamic-assessment-and-academic-writing-evidence-of-learning-transfer baleap2013datransferprithvishrestha-140119080115-phpapp02
In the context of higher education, many higher order skills and knowledge are expected to be transferable by lecturers. Sustaining these skills and knowledge is therefore central to learning and disciplinary writing development. English for Specific Purposes (ESP) courses can contribute to this purpose as they aim to enable Higher Education students to participate in their chosen academic communities as fully as possible. Despite learning transfer being a key purpose in ESP, research in this area is still limited (Cheng, 2007). In this context, this paper reports on a small-scale study investigating the transfer of academic writing skills and conceptual knowledge among undergraduate business studies students. The data are derived from a larger study (Shrestha, 2011) conducted at a British university. One assignment text each was collected from four students who studied an ESP course for business studies. While three students had received interactive feedback on their previous two assignments, following a Vygotsky-inspired dynamic assessment (DA) approach, one student was provided with traditional tutor feedback. DA blends instruction with assessment by targeting and further developing students’ potential abilities (Poehner, 2011) whereas traditional tutor feedback is less interactive and hence, may not sufficiently target learners’ potential abilities. The student texts were analysed by drawing on Vygotskian sociocultural theory of learning (Vygotsky, 1978), and genre theory (Martin & Rose, 2007) based on Halliday’s Systemic Functional Linguistics (Halliday & Matthiessen, 2004). The findings suggest that the transfer of academic writing skills and conceptual knowledge occurred more in the texts of the students that underwent dynamic assessment than that of the student who followed a traditional assessment approach for their first two assignments. Implications of this for ESP instruction and assessment design will be presented. ]]>
In the context of higher education, many higher order skills and knowledge are expected to be transferable by lecturers. Sustaining these skills and knowledge is therefore central to learning and disciplinary writing development. English for Specific Purposes (ESP) courses can contribute to this purpose as they aim to enable Higher Education students to participate in their chosen academic communities as fully as possible. Despite learning transfer being a key purpose in ESP, research in this area is still limited (Cheng, 2007). In this context, this paper reports on a small-scale study investigating the transfer of academic writing skills and conceptual knowledge among undergraduate business studies students. The data are derived from a larger study (Shrestha, 2011) conducted at a British university. One assignment text each was collected from four students who studied an ESP course for business studies. While three students had received interactive feedback on their previous two assignments, following a Vygotsky-inspired dynamic assessment (DA) approach, one student was provided with traditional tutor feedback. DA blends instruction with assessment by targeting and further developing students’ potential abilities (Poehner, 2011) whereas traditional tutor feedback is less interactive and hence, may not sufficiently target learners’ potential abilities. The student texts were analysed by drawing on Vygotskian sociocultural theory of learning (Vygotsky, 1978), and genre theory (Martin & Rose, 2007) based on Halliday’s Systemic Functional Linguistics (Halliday & Matthiessen, 2004). The findings suggest that the transfer of academic writing skills and conceptual knowledge occurred more in the texts of the students that underwent dynamic assessment than that of the student who followed a traditional assessment approach for their first two assignments. Implications of this for ESP instruction and assessment design will be presented. ]]> Sun, 19 Jan 2014 08:01:15 GMT /pnshrestha/dynamic-assessment-and-academic-writing-evidence-of-learning-transfer pnshrestha@slideshare.net(pnshrestha) Dynamic assessment and academic writing: evidence of learning transfer? pnshrestha In the context of higher education, many higher order skills and knowledge are expected to be transferable by lecturers. Sustaining these skills and knowledge is therefore central to learning and disciplinary writing development. English for Specific Purposes (ESP) courses can contribute to this purpose as they aim to enable Higher Education students to participate in their chosen academic communities as fully as possible. Despite learning transfer being a key purpose in ESP, research in this area is still limited (Cheng, 2007). In this context, this paper reports on a small-scale study investigating the transfer of academic writing skills and conceptual knowledge among undergraduate business studies students. The data are derived from a larger study (Shrestha, 2011) conducted at a British university. One assignment text each was collected from four students who studied an ESP course for business studies. While three students had received interactive feedback on their previous two assignments, following a Vygotsky-inspired dynamic assessment (DA) approach, one student was provided with traditional tutor feedback. DA blends instruction with assessment by targeting and further developing students’ potential abilities (Poehner, 2011) whereas traditional tutor feedback is less interactive and hence, may not sufficiently target learners’ potential abilities. The student texts were analysed by drawing on Vygotskian sociocultural theory of learning (Vygotsky, 1978), and genre theory (Martin & Rose, 2007) based on Halliday’s Systemic Functional Linguistics (Halliday & Matthiessen, 2004). The findings suggest that the transfer of academic writing skills and conceptual knowledge occurred more in the texts of the students that underwent dynamic assessment than that of the student who followed a traditional assessment approach for their first two assignments. Implications of this for ESP instruction and assessment design will be presented. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/baleap2013datransferprithvishrestha-140119080115-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> In the context of higher education, many higher order skills and knowledge are expected to be transferable by lecturers. Sustaining these skills and knowledge is therefore central to learning and disciplinary writing development. English for Specific Purposes (ESP) courses can contribute to this purpose as they aim to enable Higher Education students to participate in their chosen academic communities as fully as possible. Despite learning transfer being a key purpose in ESP, research in this area is still limited (Cheng, 2007). In this context, this paper reports on a small-scale study investigating the transfer of academic writing skills and conceptual knowledge among undergraduate business studies students. The data are derived from a larger study (Shrestha, 2011) conducted at a British university. One assignment text each was collected from four students who studied an ESP course for business studies. While three students had received interactive feedback on their previous two assignments, following a Vygotsky-inspired dynamic assessment (DA) approach, one student was provided with traditional tutor feedback. DA blends instruction with assessment by targeting and further developing students’ potential abilities (Poehner, 2011) whereas traditional tutor feedback is less interactive and hence, may not sufficiently target learners’ potential abilities. The student texts were analysed by drawing on Vygotskian sociocultural theory of learning (Vygotsky, 1978), and genre theory (Martin & Rose, 2007) based on Halliday’s Systemic Functional Linguistics (Halliday & Matthiessen, 2004). The findings suggest that the transfer of academic writing skills and conceptual knowledge occurred more in the texts of the students that underwent dynamic assessment than that of the student who followed a traditional assessment approach for their first two assignments. Implications of this for ESP instruction and assessment design will be presented.

Dynamic assessment and academic writing: evidence of learning transfer? from Prithvi Shrestha

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0 Approaches to teaching ESP and EAP in open and distance learning /slideshow/approaches-to-teaching-esp-and-eap-in-open-and-distance-learning/30180827 iateflespsigpce2012shrestha-140119075530-phpapp02
The field of ESP (including EAP) has grown tremendously over the last four decades. It seems to have flourished not only in English-speaking countries but also in countries where English is used as a foreign language. However, its growth in the open and distance learning sector seems to be limited and the ESP literature appears to report very little with regard to this sector. In this talk, I will be presenting the approach(es) followed by OpenELT in The Open University UK while designing two modules for open and distance learning: one ESP and another EAP. I will also share the implication of producing these two modules for other ESP/ EAP practitioners.]]>
The field of ESP (including EAP) has grown tremendously over the last four decades. It seems to have flourished not only in English-speaking countries but also in countries where English is used as a foreign language. However, its growth in the open and distance learning sector seems to be limited and the ESP literature appears to report very little with regard to this sector. In this talk, I will be presenting the approach(es) followed by OpenELT in The Open University UK while designing two modules for open and distance learning: one ESP and another EAP. I will also share the implication of producing these two modules for other ESP/ EAP practitioners.]]> Sun, 19 Jan 2014 07:55:30 GMT /slideshow/approaches-to-teaching-esp-and-eap-in-open-and-distance-learning/30180827 pnshrestha@slideshare.net(pnshrestha) Approaches to teaching ESP and EAP in open and distance learning pnshrestha The field of ESP (including EAP) has grown tremendously over the last four decades. It seems to have flourished not only in English-speaking countries but also in countries where English is used as a foreign language. However, its growth in the open and distance learning sector seems to be limited and the ESP literature appears to report very little with regard to this sector. In this talk, I will be presenting the approach(es) followed by OpenELT in The Open University UK while designing two modules for open and distance learning: one ESP and another EAP. I will also share the implication of producing these two modules for other ESP/ EAP practitioners. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/iateflespsigpce2012shrestha-140119075530-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> The field of ESP (including EAP) has grown tremendously over the last four decades. It seems to have flourished not only in English-speaking countries but also in countries where English is used as a foreign language. However, its growth in the open and distance learning sector seems to be limited and the ESP literature appears to report very little with regard to this sector. In this talk, I will be presenting the approach(es) followed by OpenELT in The Open University UK while designing two modules for open and distance learning: one ESP and another EAP. I will also share the implication of producing these two modules for other ESP/ EAP practitioners.

Approaches to teaching ESP and EAP in open and distance learning from Prithvi Shrestha

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0 Innovations in EAP oral assessment: the IOA project /slideshow/iatefl-2012-shrestha-fayram-final/30180747 iatefl2012shresthafayramfinal-140119075104-phpapp02
This talk reports findings from a pilot study of academic listening and speaking skills designed for and delivered through a voice response system powered by Learnosity®. The findings based on students’ experience suggests the possibility of this system as an attractive option in open and distance learning. A number of pedagogical implications based on the findings will be presented.]]>
This talk reports findings from a pilot study of academic listening and speaking skills designed for and delivered through a voice response system powered by Learnosity®. The findings based on students’ experience suggests the possibility of this system as an attractive option in open and distance learning. A number of pedagogical implications based on the findings will be presented.]]> Sun, 19 Jan 2014 07:51:04 GMT /slideshow/iatefl-2012-shrestha-fayram-final/30180747 pnshrestha@slideshare.net(pnshrestha) Innovations in EAP oral assessment: the IOA project pnshrestha This talk reports findings from a pilot study of academic listening and speaking skills designed for and delivered through a voice response system powered by Learnosity®. The findings based on students’ experience suggests the possibility of this system as an attractive option in open and distance learning. A number of pedagogical implications based on the findings will be presented. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/iatefl2012shresthafayramfinal-140119075104-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> This talk reports findings from a pilot study of academic listening and speaking skills designed for and delivered through a voice response system powered by Learnosity®. The findings based on students’ experience suggests the possibility of this system as an attractive option in open and distance learning. A number of pedagogical implications based on the findings will be presented.

Innovations in EAP oral assessment: the IOA project from Prithvi Shrestha

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0 Enhancing teacher professional development using mobile technologies in a large-scale project: a case study of Bangladesh /slideshow/enhancing-teacher-professional-development-using-mobile-technologies-in-a-largescale-project-a-case-study-of-bangladesh/11530392 1stinternationalictconferencefeb2012marrakechmorocco-120211172103-phpapp02
A plenary speech presented at 1st International ICT in Education conference in Marrakech, Morocco, 8-11 February 2012 Abstract. Mobile technologies have been influencing the field of education including language learning for almost a decade. The literature on mobile technologies for education reports a number of case studies that examine various aspects of mobile learning. However, the use of mobile technologies for teacher professional development, particularly in developing economies, is rarely reported. This talk will present a case study of the English in Action (EIA) project, a UK government funded English language development project in Bangladesh, and its use of mobile technologies which not only provides teachers with the ‘trainer in the pocket’ that helps them achieve pedagogical changes in the classroom but also serves as a tool for improving their own English language competence. In this talk, I will show examples of how EIA as a large-scale language development project has successfully employed mobile technologies to promote more communicative language teaching practices in primary and secondary schools in Bangladesh, taking into account the socio-cultural context of the country. A particular focus of the talk will be on the design and implementation of audio and video teacher professional development materials for MP3 players (Phase II) and mobile phones (Phase III). I will demonstrate how EIA has innovatively used mobile technologies for English language teacher professional development by meeting the needs of classroom teachers. I will also present implications of the EIA project for English language teacher development projects intending to deploy mobile technologies in both developed and developing countries. ]]>
A plenary speech presented at 1st International ICT in Education conference in Marrakech, Morocco, 8-11 February 2012 Abstract. Mobile technologies have been influencing the field of education including language learning for almost a decade. The literature on mobile technologies for education reports a number of case studies that examine various aspects of mobile learning. However, the use of mobile technologies for teacher professional development, particularly in developing economies, is rarely reported. This talk will present a case study of the English in Action (EIA) project, a UK government funded English language development project in Bangladesh, and its use of mobile technologies which not only provides teachers with the ‘trainer in the pocket’ that helps them achieve pedagogical changes in the classroom but also serves as a tool for improving their own English language competence. In this talk, I will show examples of how EIA as a large-scale language development project has successfully employed mobile technologies to promote more communicative language teaching practices in primary and secondary schools in Bangladesh, taking into account the socio-cultural context of the country. A particular focus of the talk will be on the design and implementation of audio and video teacher professional development materials for MP3 players (Phase II) and mobile phones (Phase III). I will demonstrate how EIA has innovatively used mobile technologies for English language teacher professional development by meeting the needs of classroom teachers. I will also present implications of the EIA project for English language teacher development projects intending to deploy mobile technologies in both developed and developing countries. ]]> Sat, 11 Feb 2012 17:21:02 GMT /slideshow/enhancing-teacher-professional-development-using-mobile-technologies-in-a-largescale-project-a-case-study-of-bangladesh/11530392 pnshrestha@slideshare.net(pnshrestha) Enhancing teacher professional development using mobile technologies in a large-scale project: a case study of Bangladesh pnshrestha A plenary speech presented at 1st International ICT in Education conference in Marrakech, Morocco, 8-11 February 2012 Abstract. Mobile technologies have been influencing the field of education including language learning for almost a decade. The literature on mobile technologies for education reports a number of case studies that examine various aspects of mobile learning. However, the use of mobile technologies for teacher professional development, particularly in developing economies, is rarely reported. This talk will present a case study of the English in Action (EIA) project, a UK government funded English language development project in Bangladesh, and its use of mobile technologies which not only provides teachers with the ‘trainer in the pocket’ that helps them achieve pedagogical changes in the classroom but also serves as a tool for improving their own English language competence. In this talk, I will show examples of how EIA as a large-scale language development project has successfully employed mobile technologies to promote more communicative language teaching practices in primary and secondary schools in Bangladesh, taking into account the socio-cultural context of the country. A particular focus of the talk will be on the design and implementation of audio and video teacher professional development materials for MP3 players (Phase II) and mobile phones (Phase III). I will demonstrate how EIA has innovatively used mobile technologies for English language teacher professional development by meeting the needs of classroom teachers. I will also present implications of the EIA project for English language teacher development projects intending to deploy mobile technologies in both developed and developing countries. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/1stinternationalictconferencefeb2012marrakechmorocco-120211172103-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> A plenary speech presented at 1st International ICT in Education conference in Marrakech, Morocco, 8-11 February 2012 Abstract. Mobile technologies have been influencing the field of education including language learning for almost a decade. The literature on mobile technologies for education reports a number of case studies that examine various aspects of mobile learning. However, the use of mobile technologies for teacher professional development, particularly in developing economies, is rarely reported. This talk will present a case study of the English in Action (EIA) project, a UK government funded English language development project in Bangladesh, and its use of mobile technologies which not only provides teachers with the ‘trainer in the pocket’ that helps them achieve pedagogical changes in the classroom but also serves as a tool for improving their own English language competence. In this talk, I will show examples of how EIA as a large-scale language development project has successfully employed mobile technologies to promote more communicative language teaching practices in primary and secondary schools in Bangladesh, taking into account the socio-cultural context of the country. A particular focus of the talk will be on the design and implementation of audio and video teacher professional development materials for MP3 players (Phase II) and mobile phones (Phase III). I will demonstrate how EIA has innovatively used mobile technologies for English language teacher professional development by meeting the needs of classroom teachers. I will also present implications of the EIA project for English language teacher development projects intending to deploy mobile technologies in both developed and developing countries.

Enhancing teacher professional development using mobile technologies in a large-scale project: a case study of Bangladesh from Prithvi Shrestha

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0 Joint construction Donnarumma & Shrestha 2011, EATAW conference, Ireland /slideshow/joint-construction-donnarumma-shrestha-2011-eataw-conference-ireland/8570727 0049donnarummashrestha-110712015945-phpapp02
It is a presentation that I gave at the European Association for Teaching Academic Writing (EATAW) at the University of Limerick, Ireland (29 June - 1 Jult 2011).]]>
It is a presentation that I gave at the European Association for Teaching Academic Writing (EATAW) at the University of Limerick, Ireland (29 June - 1 Jult 2011).]]> Tue, 12 Jul 2011 01:59:43 GMT /slideshow/joint-construction-donnarumma-shrestha-2011-eataw-conference-ireland/8570727 pnshrestha@slideshare.net(pnshrestha) Joint construction Donnarumma & Shrestha 2011, EATAW conference, Ireland pnshrestha It is a presentation that I gave at the European Association for Teaching Academic Writing (EATAW) at the University of Limerick, Ireland (29 June - 1 Jult 2011). <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/0049donnarummashrestha-110712015945-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> It is a presentation that I gave at the European Association for Teaching Academic Writing (EATAW) at the University of Limerick, Ireland (29 June - 1 Jult 2011).

Joint construction Donnarumma & Shrestha 2011, EATAW conference, Ireland from Prithvi Shrestha

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0 Dynamic assessment of academic writing: macro-Theme and hyper-Theme /slideshow/dynamic-assessment-of-academic-writing-macrotheme-and-hypertheme/5776914 dabaleappimps-101114115514-phpapp02
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]]> Sun, 14 Nov 2010 11:55:11 GMT /slideshow/dynamic-assessment-of-academic-writing-macrotheme-and-hypertheme/5776914 pnshrestha@slideshare.net(pnshrestha) Dynamic assessment of academic writing: macro-Theme and hyper-Theme pnshrestha <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/dabaleappimps-101114115514-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" />

Dynamic assessment of academic writing: macro-Theme and hyper-Theme from Prithvi Shrestha

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0 Literacy Development for Ou students /slideshow/literacy-development-for-ou-students/33055 literacy-development-for-ou-students-27070
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]]> Mon, 26 Mar 2007 12:30:37 GMT /slideshow/literacy-development-for-ou-students/33055 pnshrestha@slideshare.net(pnshrestha) Literacy Development for Ou students pnshrestha <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/literacy-development-for-ou-students-27070-thumbnail.jpg?width=120&height=120&fit=bounds" />

Literacy Development for Ou students from Prithvi Shrestha

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0 https://cdn.slidesharecdn.com/profile-photo-pnshrestha-48x48.jpg?cb=1522780617 I work as Senior Lecturer in English Language Teaching at the Open University UK. I design and develop English for academic purposes (EAP) courses and materials for open and distance learners. I also produce teacher professional development materials for English language teachers who teach English as a second or foreign language (ESL/ EFL). All of these materials are technology-mediated (e.g., mobile phones). I teach both undergraduates and postgraduates. I have worked in international development projects, the most recent being English in Action in Bangladesh and Teacher Education through School-based Support India (TESS-India) in India. www.open.ac.uk/education-and-languages/people/people-profile.php?staff_id=1879133 https://cdn.slidesharecdn.com/ss_thumbnails/baleap2013datransferprithvishrestha-140119080115-phpapp02-thumbnail.jpg?width=320&height=320&fit=bounds pnshrestha/dynamic-assessment-and-academic-writing-evidence-of-learning-transfer Dynamic assessment and... https://cdn.slidesharecdn.com/ss_thumbnails/iateflespsigpce2012shrestha-140119075530-phpapp02-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/approaches-to-teaching-esp-and-eap-in-open-and-distance-learning/30180827 Approaches to teaching... https://cdn.slidesharecdn.com/ss_thumbnails/iatefl2012shresthafayramfinal-140119075104-phpapp02-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/iatefl-2012-shrestha-fayram-final/30180747 Innovations in EAP ora...