Reviewer Support
Tips to help you review a learning packageReviewer Support
Tips to help you review a learning packageStandard One - The online learning environment supports learning.
1.1. The navigation and layout of the online learning environment is functional, consistent, and intuitive.
Choose the performance criteria to see the support information
1.1.1. The navigation is useable and functional.
What to do
Check if you can navigate through the menus, tabs, or pages of the learning package easily and efficiently.
Where to focus
The menus, tabs, pages, section headings, subheadings, embedded links, etc.
What to look out for, specifically
Simply click through to see if things open up/collapse smoothly, and if it takes long to load a particular section.
Tips
You may click/tap different sections quickly one right after another to see if the navigation is responding efficiently and if there are delays in showing the content of each section. If there are multiple videos or images in a section, it may take longer for all the content to be displayed fully.
Demonstrate manaakitanga by designing navigation that reduces cognitive load and supports learner confidence. Look for consistent menus, clear pathways, and visible help points so learners can focus on learning rather than figuring out where to go.
Example
A Canvas course uses a simplified navigation menu (Home, Modules, Assessments, Help), with each module beginning on an overview page and clear “Next” buttons guiding learners through activities in sequence.
Further Info
1.1.2. Instructions on how to navigate the site and where to find learning activities are provided.
What to do
Skim the learning package to see if there are instructions on the key content areas and where to find them.
Where to focus
These instructions may be provided in the welcome announcement, introduction section of the online learning package, the overall profile or alternatively in the support guidelines.
What to look out for, specifically
Such instructions can be written in text e.g. a few sentences telling students where to look for things, or in audio-visual forms like part of the introductory video.
Tips
If there are instructions on either the learning package’s navigation or learning activities but not both, you may want to consider giving the success indicator a Yes but.
Reflect manaakitanga by providing a clear orientation that welcomes learners into the space. Look for a simple ‘Start Here’ guide or short walkthrough that shows how to move through modules, access activities, and find support.
Example
A one-minute welcome video walks learners through the course layout, highlighting where to find weekly modules, assessments, and support services.
Further Info
1.1.3. A consistent style guide (e.g. heading hierarchies, bulleted or numbered lists are consistent, tables only used for data) is applied.
Admin Reviewer – This is an admin reviewer’s task so the first and second reviewers do not have to engage with it as you will see the evaluation result and comment by the admin review when you log in to the system.
What to do
Quickly skim the learning package to see if it is presented in a consistent style across the sections. What matters is not what style the learning package follows but the consistency throughout.
Where to focus
You may want to check the Introduction section where the learning package’s structure is presented, the menus/tabs of the site, and flick through the main sections to see if they are formatted and organised consistently.
What to look out for, specifically
Attention may be paid to inconsistency as they may be more easily identified, e.g. in language conventions, referencing, or presentation.
Tips
You do not need to read the content of the learning package but pay more attention to heading levels, overall formatting, and structure. You may also want to focus on the content areas where there are regular posts or materials that are uploaded at different times and they are most likely places where there are inconsistencies in style.
The Style Manual by the Australian Government is available here for your information on what to look out for: https://www.stylemanual.gov.au/
1.1.4. All links and embedded resources are functional (i.e. not dead).
Admin Reviewer – This is an admin reviewer’s task so the first and second reviewers do not have to engage with it as you will see the evaluation result and comment by the admin review when you log in to the system.
What to do
Click all links provided to see if they work. If any of the links are dead, take note of them so the developers know exactly what to fix and where to find them.
Where to focus
Links are usually provided in learning materials, a readings library or reading list, in the support section and also in the introduction or announcements.
What to look out for, specifically
Links are easily identifiable as they are embedded in texts, however care should be taken so that all links are tested.
Tips
You may want to take note of the location of the link and copy/paste the dead links into the Comment section to facilitate the learning package submitter’s double-checking and replacing them with functional ones.
1.1.5. Learners are informed if they need to leave the online learning environment to access learning resources.
What to do
Check if there are instructions on whether learning resources are accessible within the site or elsewhere, e.g. the library’s site, the publisher’s website or a bookstore.
Where to focus
Instructions may be found when clicking on a link or at the beginning of the learning materials section, overall introduction, announcements, or in a guide to the learning package.
What to look out for, specifically
Explicit information on where learning resources are available and whether they are on the online learning environment.
Tips
The information may be brief and appear only once or a few times in the site to avoid repetition, therefore it may be unnecessary to check if such instructions are provided for each reading or resource type.
Support rangatiratanga by clearly signalling when learners are moving to external platforms. Transparent signposting reduces confusion and supports equitable access where external tools may present barriers.
Example
A resource link includes the note: “This video opens in YouTube (new window). Captions and transcript are available.”
Further Info
1.1.6. When learners are directed to external resources it opens in a new window/tab.
Admin Reviewer – This is an admin reviewer’s task so the first and second reviewers do not have to engage with it as you will see the evaluation result and comment by the admin review when you log in to the system.
What to do
Check all the external resources like embedded links to see if they open in a new window or different tab from the one learners are viewing.
Where to focus
Most of the external resources may be provided in the Learning materials/Resources/Readings section, but they may also be in the weekly content folder or announcements/updates.
Tips
You may want to take note of any inconsistencies i.e. all links are open in the same window, and provide these links in the Comment section for Standard 1.
1.1.7. The channel(s) of communication to learners is articulated (e.g. dates, notices, updates and reminders).
What to do
Check if the teaching team has described all the channels that will be used for communicating with their students, for example how long they should wait for a lecturer’s email response or when assessment results will become available.
Where to focus
You may want to check the Announcement, Introduction, Discussion forum, Chatbots, and Assessment sections. The information may also be provided in the slides of the first lesson or welcome and introduction video.
What to look out for, specifically
Text or audio-visual instructions on how long students should wait for a response or performance feedback, and in what form the feedback or correspondence would arrive. The frequency of communication and updates is also a good example of this success indicator.
Tips
If not all of the necessary information can be found, a Yes But may be more suitable than a No But, which may be given when the information provided is implicit or unclear.
Model whanaungatanga by establishing clear and consistent communication channels. Look for where updates are posted, how often, and expected response times so learners know how and when to connect.
Example
A course overview page states: “Weekly announcements will be posted every Monday. Questions in the discussion forum will be answered within 48 hours.”
Further Info
1.2. The online learning environment is logically sequenced and organised.
Choose the performance criteria to see the support information
1.2.1. A summary is provided that gives an overview of the learning sequence/design.
What to do
See if an overview of the learning sequence or design is provided or summarised in the learning package.
Where to focus
The summary may be in the Course Profile, Learning Resources or Introduction sections. Also check if there is a ‘stand alone’ document that might be called an Information Guide. These documents can provide a significant amount of information and should be checked.
What to look out for, specifically
You may look out for a table describing the weekly content or topics, or a few sentences describing the learning sequence and structure.
Tips
You may find the information in an introductory video, if one has been made available, or in the slide deck/recording for the first synchronous session. Do not feel you need to watch all of the synchronous recordings; however, the first one is often useful for key information.
Show manaakitanga by providing a clear overview that helps learners understand how the course is structured before they begin. This supports planning, reduces uncertainty, and helps learners see how learning builds over time.
Example
A ‘Course at a glance’ page presents a visual map of modules, key topics, and assessment milestones, with links to each section.
Further Info
1.2.2. The sequence of learning (i.e. order/flow) is logical.
What to do
Skim the learning sequence to see if the content or topics are scaffolded coherently and built upon previous learning.
Where to focus
The same areas as in 1.2.1., with special attention paid to the structure presented in the Overall Profile or Learning Resources section.
What to look out for, specifically
The focus should be on the syllabus or curriculum and how the key learning content areas are organised.
Tips
If the content is not coherently structured, or a learning component/topic is not built on the content and knowledge provided previously in the learning package, you may want to go for a No But or a No, depending on how often this happens.
Reflect ako by structuring learning so that new knowledge builds meaningfully on prior learning. Look for a clear progression from foundational concepts through to application and reflection.
Example
Each module follows a consistent structure: introduction → key concepts → applied activity → reflection linking learning to professional or community contexts.
Further Info
1.2.3. The content is divided into manageable segments that are appropriately labelled.
What to do
Check to see if the learning content is scaffolded appropriately so students are not overwhelmed or find the workload insufficient. The headings and subheadings should also be looked at to ensure they reflect the learning content accurately and succinctly.
Where to focus
You may look at the Learning Resources, Overall Profile and Assessment sections.
What to look out for, specifically
Examples of chunking may be shown in consistent amounts of work assigned to students and the amount of time students are expected to spend on learning each week. You may also look at the headings and subheadings for learning segments/chunks too.
Tips
What is meant by “manageable” and “appropriate” may mean different things for different people, you may want to consider the workload assigned in relation to the learning package level and students’ background.
Demonstrate manaakitanga by structuring content into manageable, clearly labelled segments that support pacing and learner control. Look for consistent patterns that help learners navigate and manage workload.
Example
A complex topic is divided into short sections labelled ‘Concepts’, ‘Example in Practice’, and ‘Your Turn’, each with a brief activity or resource.
Further Info
1.2.4. The content is organised to enhance ease of navigation.
What to do
Have a look at the overall content presentation and see if it is easy to navigate around the learning resources provided.
Where to focus
The overall site structure, menus, or pages, and most importantly the Learning Resources section.
What to look out for, specifically
The way the site is organised and how key content areas are presented.
Tips
It may be easier to look for issues with navigation around the main sections and learning resources, and make sure you describe that issue in the comment section.
Show manaakitanga by designing content that is predictable and easy to move through. Consistent page structures and clear headings support usability and accessibility, particularly for learners using assistive technologies.
Example
Each module follows the same page layout and includes clear headings and navigation links, allowing learners to move easily between sections.
Further Info
Comments
Choose the performance criteria to see the support information
Comments
What to do
Record the reason or evidence why a Yes / Yes But / No But / No was given for each success indicator. Start with the number, e.g. 1.1.1. and put the comment for each indicator in a new paragraph.
Where to keep these comments
There is no separate box to provide comments for each success indicator, so all comments go in the same section under all the success indicators in a standard.
Why it is necessary to have these comments
Reviewers need to meet to discuss the Combined review, and by that time they may have forgotten why they made that decision or where specific information was found for specific success indicators as some time may have passed. Having such explanations and evidence handy also helps reviewers reach a decision where there are differences in opinion.
Tips
When a Yes was given, you may want to note where you found that piece of information as the other reviewer may have not seen it. For a Yes But, No But, or a No, it is important to note what is missing and how the issue can be addressed. These comments will be made available to the developers and staff later and your comments will be helpful for them in improving their learning package.