I hope this is better very late than never!
The need for this learning activity arose from the difficulties I notices that some international students have with techniques for delivering their oral presentations rather than with the content.
Traditionally I have used these tasks as part of a face to face speaking and listening module in an English for Academic (EAP) course. However, I wanted to see if I could adapt it to either an online or blended learning activity.
I used the basic AUTC framework to show the activity based on an example from Oliver and Herrington (2002) which had a problem focussed approach using the headings Explore, Describe and Apply for the tasks. Although this was a starting point, I found that I needed to add extra heading tasks to help fulfil the learning outcomes. Some of these ideas came from both the 7Cs and Salmon’s models.
The AUTC framework was also useful because it could accommodate a series of stages (similar to a short course) whereas I felt the JISC model (adapted from Beetham, 2004) was more suitable for shorter activities with less stages.
However, the framework lacked the necessary links between learners, tasks and outcomes so I felt this had to be added as additional information. Perhaps I could address this problem by first summarising the activity on a Beetham style model to present the overall picture and then use the AUTC to show the tasks in more detail.
I have tried to design this as a collaborative activity as students seem to benefit from peer review. I have also incorporated aspects of a contructivist approach in the sense that groups compile their checklists from their own observations rather than work to a prescribed list.
Any comments or suggested would be gratefully received.