What to do

Skim the learning resources to see if their contexts are introduced with information on their purposes, relevance, and expectations for students’ engagement with these materials.

Where to focus

The introduction section before each topic or learning resource will usually be the place to look for such information.

What to look out for, specifically

You may want to find a brief sentence or two presenting the main ideas of the resources, their intended purpose and uses.

Tips

The learning package may provide the context for only weekly topics or main sections without presenting each individual learning resource e.g. a video or reading. If this is the case, a Yes But or No But may be the best option dependent on the number and quality of the context introduction to the learning materials.

Uphold manaakitanga by clearly explaining what each resource is, why it is included, and how it supports learning. Providing context helps learners prioritise their effort and understand relevance to outcomes.

Example

A weekly overview page labels each resource as “Essential” or “Recommended” and includes a short note such as: “Essential | 12 min – Video: Kaitiakitanga in urban planning. Prepares you for Assessment 2.”

Further Info

• Ngā Hau e Whā o Tāwhirimātea: Culturally Responsive Teaching and Learning for the Tertiary Sector
• Huakina mai: Doorways toward culturally responsive education
• A comprehensive guide to Universal Design for Learning (UDL) – Ako Aotearoa
• The Mana Model – useful for precise framing (map resources to mana reo, mana whenua, mana tangata, mana motuhake)

What to do

Skim quickly through all learning resources to see if they utilise technologies and media effectively to facilitate students’ learning.

Where to focus

The content areas where learning resources are presented and the support materials for them.

What to look out for, specifically

The suitability of technologies and media forms chosen to the learning goals and outcomes.

Tips

You may want to focus on whether the digital technologies and media employed are effective in facilitating students’ learning and assessment tasks. In some cases, the choices of the course developers may not be optimal but as long as they serve the purposes they are supposed to then a Yes may be given.

Reflect ako by selecting media formats that best support the learning purpose. Different modalities should be used intentionally to enhance understanding, engagement, and accessibility.

Example

A short subtitled video introduces a concept, a one-page PDF summarises key ideas, and an interactive H5P activity allows learners to apply their understanding before moving to assessment.

Further Info

• Inclusiveness
• Ngā Hau e Whā o Tāwhirimātea: Culturally Responsive Teaching and Learning for the Tertiary Sector
• Tataiako
• The Mana Model

What to do

Skim the sections where learning resources are provided to see if they are employing a range of technologies e.g. videos, PDFs, embedded links, apps, and software, etc.

Where to focus

The weekly topics, class slides or content areas where learning resources are presented.

What to look out for, specifically

The types of technologies used for learning resources, e.g. videos, PDFs, learning objects, online platforms, etc.

Tips

Focus on the format of learning resources, not their content. You may also want to check if materials are presented consistently across the weekly topics or sections of the learning package.

Show manaakitanga by offering a balanced range of technologies that support different ways of engaging with learning. Variety should enhance access and choice without overwhelming learners.

Example

A module includes a short video with captions, a text-based reading, and an interactive discussion activity, each clearly labelled with format and purpose.

Further Info

• Ngā Hau e Whā o Tāwhirimātea: Culturally Responsive Teaching and Learning for the Tertiary Sector
• Huakina mai: Doorways toward culturally responsive education
• The Mana Model
• Card, A., Merry, R., & Carroll-Lind, J. (Eds). (2022). Bicultural principles of teaching and learning online | Ngā mātāpono kākano rua o te mahi ako tuihono

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. 8.1.1. 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.