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

Find out if there are links to academic support services and learning resources in the learning package.

Where to focus

Support links may be found in various areas, e.g. the Introduction section, Assessments, or Course Profile. Links to Learning Resources may be in a separate section e.g. Course Reading List or menu.

What to look out for, specifically

Examples may be library links, consultation bookings or external resources like YouTube videos.

Tips

Embedded links are easy to identify and there is no need to read all the texts that accompany each link carefully.

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 if there are links to institutional and course policies, and whether the links are functional and current.

Where to focus

These links may be found in the Assessment section, or Course Profile/Unit Guide.

What to look out for, specifically

Examples include but are not limited to policies regarding plagiarism, intellectual property, appropriate use of AI, or assignment guidelines. 

Tips

Links to policies and the course content may be copied from a previous semester or year hence they may sometimes be outdated or broken. A quick look at the content of the links will suffice to check when they are in effect and if they work. 

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 if the links to services provided by the institution are working and current.

Where to focus

The Learning Package Profile, Unit or Subject Guide, Learning Resources or Introduction section may be the first places to check for such links.

What to look out for, specifically

Besides links to the library and learner support, you may also want to look for links to IT support, printing and photocopying services, device loan, etc.

Tips

AI may not be used, but if it is, there should be links to support its use.

There are examples to a wide range of institutional services listed in the following article: https://www.gooduniversitiesguide.com.au/study-information/student-life/student-services-and-facilities

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

Find out if there are clear instructions on how to access technical support or who to contact in case students need help.

Where to focus

Instructions for students who need help with technical issues may be found in the Introduction section, Course Profile, or one of the tabs/pages in the menu of the learning package.

What to look out for, specifically

Explicit information on how to get support, including who to contact, how to reach them, e.g. via email or a web form, and when to get in touch with the support team, e.g. during working hours.

Tips

Sometimes, such information on support contacts may be given during the lectures or tutorials in class slides or orally. If that is the case, a Yes But or No But can be given with a comment noting the instructions are implicit or not easily found.

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

See if it is easy to find instructions on where to find technical support services and resources in the learning package.

Where to focus

Information on technical support services may be provided in the introduction, the Overall Profile, or the support page. Resources may be a separate section all by itself or may be incorporated into the content structure.

What to look out for, specifically

Such instructions may be given as weblinks, or uploaded materials, e.g. PDF or Word documents. They may also be given in audio-visual forms i.e. videos with text.

Tips

Flick through the menus and tabs of the online learning package quickly without careful reading and if you cannot find the information after a few minutes then a Yes may not be the best option to think about as the instructions are not that easy to find.

What to do

Look for information on what minimum technologies students are required to have in order to access the learning package.

Where to focus

The requirements for minimum technologies can be presented in the Introduction, Overall Profile, or content provided in the first week e.g. in the slide deck.

What to look out for, specifically

The information can be a few sentences stating what students need to have, e.g. Internet connection, a computing device, digital and/or AI literacy, or knowledge of a particular software that will be used.

Tips

Such information may not be obvious or explicitly stated so a closer look at the overall profile, introductory materials and/or the first week slide deck may be needed.

Show manaakitanga by preparing learners for success before they begin. Clearly specifying minimum technology requirements supports equitable participation and helps learners plan access to devices, software, and connectivity.

Example

A ‘Before You Start’ page lists required software, recommended browsers, and internet needs, with links to free tools and information about campus loan devices.

Further Info

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

What to do

See what technologies students would need to use and if instructions or guidelines are provided so students know how to work with these tools.

Where to focus

These instructions usually accompany the technologies being utilised in the learning package, which may be presented in the introduction, content areas, assessment, or support services.

What to look out for, specifically

Such instructions may be provided as weblinks, tutorial videos or written manuals with/without images.

Tips

If user guidelines are given for most of the technologies but not for some commonly-used tools e.g. Zoom or Padlet, then a Yes But with a comment to explain what is missing would be sufficient. Be sure to look out for information on specific AI tools such as MS Co-Pilot or Cogniti etc. We would not expect to see instructions on accessing the LMS but there should be information on using tools embedded within the LMS. Check if there are guides provided outside of the site through institutional-level resources. Note that it’s common to see these linked in navigation bars on the left or right of the main content area.

Reflect manaakitanga and ako by providing clear, just-in-time guidance that reduces digital anxiety. Look for simple, accessible instructions that enable learners to confidently use required tools.

Example

A short “How to submit your assignment” video with captions and screenshots is embedded directly on the assessment page, supported by a downloadable checklist.

Further Info

• Canvas Baseline Practices (CBP)

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 whether the learning package includes a Q&A/FAQs section and a discussion forum for student support. This could also be an interaction with a course-specific AI-bot.

Where to focus

Many learning packages have a separate component for discussion boards/fora. The Q&A or FAQs section, on the other hand, may be in the Assessment section or incorporated into the Discussion Boards.

What to look out for, specifically

These components may make part of the content areas, e.g. Discussion Board, or pages in the learning package, but may also be embedded in external links like an AI agent/bot, Padlet or Microsoft Teams.

Tips

The Q&A /FAQs sections may be distributed in the weekly folders, or separated by assessment tasks. If they are not provided for certain weeks/assignments, or external links to them do not work/are inaccessible, then a Yes But may be given for this success indicator.

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 if sufficient information is provided regarding the teaching team so students can contact them where necessary.

Where to focus

The teaching team may introduce themselves in a video, provide this information in the Course Profile/Unit Guide, the Introduction/Contact section of the site, or in the slide deck for the first week.

What to look out for, specifically

Information provided may include full name, email, phone number, office location, or preferred channel for communication.

Tips

Sufficient contact details for all teaching staff should be provided in a consistent format so students know who to contact for different types of enquiries.

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

Skim the learning package to see if information is provided regarding the availability of each teaching team member.

Where to focus

The information may be available in the introduction part or in a separate section.

What to look out for, specifically

Dates, times, and locations where students can meet with a teaching team member, and whether an appointment is needed or students may just drop in anytime during those time slots. For virtual meetings, there should also be information on which video conferencing tool to use and whether a separate link is used for different teachers.

Tips

You may find the answer to this success indicator in the same place as 3.4.2, so it can be time-saving to do both together. If the information is buried or hard to find, be sure to give feedback in your comments.

An AI agent may be considered part of the team – i.e. they may state that questions can be answered at any time by interacting with the AI Agent.

What to do

Check whether the learning package provides information on how students can contact the teaching team.

Where to focus

As in 3.4.2 and 3.4.3, such information may be in the Introduction, Contact Section, Course Profile, or the first-week slide deck. The teaching team may also choose to provide this information in a video or orally during the first synchronous lecture or tutorial (check the slide deck and/or recording for this).

What to look out for, specifically

Examples may include face-to-face/in-person consultations, emails, discussion forums, virtual meetings or digital platforms like Microsoft Teams. Also consider an AI agent as an example.

Tips

It is not necessarily that all of the above ways of communication are provided explicitly, and some teachers may just quickly mention them in the lectures or tutorials, so it may not be recorded in the learning package. If it can be assumed that this is the case, then a No But and a comment would help the developer know that this information should be presented more explicitly.

If an AI agent has been referred to, check that there is information on interaction etiquette, transparency statement regarding data storage, what the instructor can see and not see, and whether it is anonymous.

Demonstrate whanaungatanga by making communication pathways visible and welcoming. Clear contact options and inclusive language signal that learner questions are valued and supported.

Example

A ‘Contact Us’ page begins with “He pātai āu? Do you have a question?” and outlines options such as discussion forums, email, and messaging, with guidance on when to use each.

Further Info

• Huakina mai: Doorways toward culturally responsive education
• 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

Check to see if students are given the information on how long they should wait until they receive a response to their enquiries.

Where to focus

The information may be available in the Contact/Introduction Section, FAQs, or in the Assessment tabs.

What to look out for, specifically

This can be a brief sentence, e.g. We will endeavour to respond to emails within 48 hours/two working days.

Tips

This information may not always be available in writing in the learning package, and some teachers may prefer to say it orally or not mention it at all, in such case a No would be appropriate for the success indicator.

Model manaakitanga through clear and realistic communication expectations. Stating response timeframes supports trust, reduces uncertainty, and helps learners manage their study alongside other commitments.

Example

A course communication policy states: “Lecturers will respond within 48 hours on weekdays. For urgent queries, contact details are provided for office hours.”

Further Info

• Huakina mai: Doorways toward culturally responsive education
• Ngā Hau e Whā o Tāwhirimātea

What to do

Check whether students can access learning analytics in the learning package and which analytics are available to them.

Where to focus

Such data may be available in the student’s dashboard, or incorporated in the learning resources e.g. as a checklist to mark progress or completion of quizzes and activities.

What to look out for, specifically

Learning analytics may take a variety of forms, e.g. attendance rate, progress bar, task checklist, time spent on the site, activity logs, etc.

Tips

Different types of learning analytics may be made available to the teaching team and students. It is important to focus on what learning analytics are available to students. Note that – If no analytics are available to you, it may be that you are not able to see a true student’s view. If, in your professional opinion, you believe that a student would be able to see some analytics, then give this success indicator a But response and explain your reasoning.

The following link provides a definition of learning analytics, some example tools to manage learning analytics and how they can be used: Learning Analytics (UQ)

You may also want to check out the resources available here on learning analytics: Learning Analytics Research Network (LEARN) – NYU

Support mana motuhake by providing learners with clear access to their own learning data. Visible progress indicators help learners monitor engagement and take ownership of their learning.

Example

A Canvas progress dashboard shows module completion, grades, and upcoming tasks, with visual indicators highlighting incomplete work.

Further Info

• Canvas Baseline Practices (CBP)
• Analysing student data: Ōritetanga learner analytics ethics framework

What to do

Find out if learners can monitor their learning progress e.g. what activities or readings they have completed.

Where to focus

These analytics may be available on the students’ dashboard, profile/account overview, in the Learning Resources or Assessment sections.

What to look out for, specifically

Examples of analytics used to track learning progress can be checkboxes, checklists, progress bars, or log files containing information on students’ login and engagement.

Tips

There may be different types of learning analytics provided by different platforms, so it may be a little bit more time-consuming to find analytics on platforms that you are not so familiar with.  It may also be restricted by institutional policies (i.e. not ‘turned on’) but comments may help the developer start a conversation about good practice.

You may find more information on the use of learning analytics to track learners’ progress here, with examples on analytics tools in Moodle: Learning analytics supports the tracking of student progress (Tampere Uni)

Encourage rangatiratanga by embedding opportunities for learners to reflect on their progress. Analytics are most effective when paired with prompts that support self-monitoring and planning.

Example

Learners complete a short fortnightly reflection comparing their progress dashboard with their study goals and identifying next steps.

Further Info:

• Analysing student data: Ōritetanga learner analytics ethics framework

What to do

Check whether the student is provided with guidelines on how to understand the learning analytics available to them.

Where to focus

Such guidelines may be available in the Support or Help section or provided as external links or embedded videos.

What to look out for, specifically

You may find such information in written form, e.g. an explanation on engagement time with readings, quizzes and activities, or in audio-visual forms like videos.

Tips

You may choose to give a Yes for types of learning analytics that are so popular that do not require explanation on how to interpret e.g. check boxes for task completion or progress bar in percentages. Otherwise, if learning analytics are provided but with little or unclear guidelines on how to interpret them, a Yes But may be more appropriate and a comment would be helpful.

Reflect ako by helping learners understand what their data means and how to act on it. Guidance should support interpretation for learning, rather than positioning analytics as surveillance.

Example

A short video explains key dashboard features (e.g., “time on task” and completion rates) and offers suggestions for using this information to plan weekly study.

Further Info:

• Ngā Hau e Whā o Tāwhirimātea: Culturally Responsive Teaching and Learning for the Tertiary Sector (pp. 40-45)
• Analysing student data: Ōritetanga learner analytics ethics framework

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. 3.1.1. 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.