What to do

Check the technologies used to see if they can facilitate learning and assessment tasks effectively.

Where to focus

You may want to look at the Assessment folder or class slides to see what technologies are used and for which tasks.

What to look out for, specifically

Think about if you were the learning package developer, what technologies you would use for the learning and assessment tasks provided. For example, for students’ group discussion during a tutorial, Microsoft Teams or Zoom breakout rooms may be a better option than a Blackboard discussion forum.

Tips

What is effective for one may not be that effective for others, so the aim should not be to look for the best tool possible. What matters should be the suitability of the chosen technologies for the tasks designed, but of course you can always propose alternative options in a comment.

Promote ako by selecting technologies that clearly enhance learning rather than adding unnecessary complexity. Look for tools that support understanding, collaboration, or expression in purposeful ways.

Example

Learners record short reflective podcasts summarising weekly topics, using a tool such as Panopto that supports both oral expression and accessibility through captions.

Further Info

• Ako Explored (Ako Aotearoa)
• A comprehensive guide to Universal Design for Learning (UDL) – Ako Aotearoa
• Canvas Baseline Practices (CBP)

What to do

Skim the learning package to check if there are instructions or tutorials for students to learn how to use the technologies employed in the activities.

Where to focus

These guidelines may be found in a separate technical support section, incorporated into the task descriptions, or introduced where the technologies are introduced.

What to look out for, specifically

You may want to watch out for video tutorials, manuals or written how-to files/links which provide step-by-step instructions on how to do things using the given technologies.

Tips

The teaching team may not provide how-to instructions for technologies that are popular e.g. Blackboard or Zoom, or those that were available in a previous offering of the course or tools students have used before. If instructions are available for some but not all tools, a Yes But or No But would be the best option.

Show manaakitanga by providing just-in-time support that enables confident use of required technologies. Clear, accessible guidance helps ensure all learners can participate successfully.

Example

An assessment page includes a short “How to record and upload your reflection” video with captions, alongside screenshots and a downloadable checklist.

Further Info

• Ako Explored (Ako Aotearoa)
• Huakina mai: Doorways toward culturally responsive education

What to do

Skim the learning package to check if students are provided with access to the digital tools used in the learning package or given instructions on how to access these technologies.

Where to focus

Links to log in to online platforms or websites may be provided in various places – after the introduction to the tool, in the slide decks, or in the content areas, e.g. the Learning Resources section.

What to look out for, specifically

Access to online platforms may be provided via a web link, while instructions for accessing software installed in a lab or on students’ devices may be provided in written form or via video tutorials.

Tips

It is important to check that access links or instructions are given for each and every technology used in the learning package and these should be easy to find.

Demonstrate manaakitanga by ensuring equitable access to required technologies. Learners should know how to access tools and be offered alternatives where barriers may exist.

Example

A course provides access to Adobe Creative Cloud via institutional licensing, alongside guidance on free alternatives such as Canva or GIMP.

Further Info

• A comprehensive guide to Universal Design for Learning (UDL) – Ako Aotearoa
• Ako Explored (Ako Aotearoa)

What to do

Check the learning and assessment tasks available in the learning package to see what degree of digital literacy students should have and if students have accessibility issues due to their technological competence.

Where to focus

Check the requirements for students’ digital literacy (if any) in the overall profile/introduction, and the tasks provided in the class slides or learning schedules to see if students of different digital skill levels can complete them without difficulties.

What to look out for, specifically

The task descriptions and expectations regarding students’ technological competence, to see if they are compatible.

Tips

Where tasks require quite high levels of digital literacy, it may be recommended that support is provided for “low-tech” students so they can participate equitably in learning and assessment activities.

You may refer to the Digital Literacy Skills Framework by Australian Government for description of different levels of performance here: Digital Literacy Skills Framework (DLSF) – Australian Government

Support mana motuhake by ensuring tasks are accessible to learners with different levels of digital confidence. Look for low-barrier entry points that allow participation before increasing complexity.

Example

An early activity allows learners to contribute using text or audio, with later modules gradually introducing more advanced tools.

Further Info

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

What to do

Skim the learning package to see if the technologies used as well as learning and assessment tasks provided range from easy to difficult and are scaffolded appropriately so students are not overwhelmed and can learn one or only a few tools at a time.

Where to focus

A quick look through the learning package, assessment summary and learning schedule may give you the overall opinion for this success indicator.

What to look out for, specifically

The frequency of new technology introduction, whether learning and assessment activities are built upon what was presented previously, and the expectations on where students should showcase their digital literacies in learning and assessment tasks.

Tips

By now, you should have a clear idea of the site and be familiar with the content provided, so it should be easy to see the intended skill development and arrive at the answer for this success indicator.

Reflect ako by designing learning that progressively builds digital capability. Look for tasks that move from guided practice to more independent and creative use of technology.

Example

Learners begin with a guided H5P activity, then co-create an interactive resource, and finally reflect on how the tool supports learning.

Further Info

• A comprehensive guide to Universal Design for Learning (UDL) – Ako Aotearoa
• Ako Explored (Ako Aotearoa)
• Canvas Baseline Practices (CBP)

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. 6.1.1. 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.