Create a welcoming and intuitive learning environment

What does this mean?

Students feel the digital learning environment is a student-centred learning space that welcomes them to their learning community, introduces them to key staff including lecturers, tutors and support staff, so they can have confidence in what is expected of them and where to go for guidance and support.

Click on the tabs below to browse the threshold criteria for each area of focus:

Baseline for all courses
Good practice
Baseline for fully online courses

#	Threshold Description	Threshold Outcome
1.1	Access to course presence in Nuku is available to students 1 week prior to the start of the course. This is to build course familiarity and learning preparation, not for active teaching.	Students can prepare for learning, understand the focus of the course, become familiar with teaching team and engage in the welcome section before trimester begins.
1.2	Course has a welcome / introductory page with contact details of teaching staff, tutors and support staff.	Students know what is expected of them in the course, who to contact with questions and when and where classes will be held.
1.3	Students enter the course at an intuitive location, such as the course welcome/introductory page.	Students enter the course at a location that allows easy navigation and access to key information about the course e.g. the course front page.
1.4	The course outline is available to students through Nuku.	The essential formalised and accepted course framework is provided in a standardised way.
1.5	University student support information is accessible within the Nuku.	Students know what support is available to them when they need it.
1.6	When digital tools, software or specific digital skills are required in a course, instructions for use of these tools are provided.	Students and staff are clear about how learning tools used in the course should be used safely, effectively and, where applicable, how to access the tools.

#	Threshold Description	Threshold Outcome
1.1	Access to course presence in Nuku is available to students 1 week prior to the start of the course. This is to build course familiarity and learning preparation, not for active teaching.	Students can prepare for learning, understand the focus of the course, become familiar with teaching team and engage in the welcome section before trimester begins.
1.2	Course has a welcome / introductory page with: information about course aspirations, focus and expectations, a welcome video from the course co-ordinator, a brief profile and contact details of teaching staff, tutors and support staff, the course schedule, room locations and virtual classroom links.	Students know what is expected of them in the course, who to contact with questions and when and where classes will be held.
1.3	Students enter the course at an intuitive location, such as the course welcome/introductory page.	Students enter the course at a location that allows easy navigation and access to key information about the course e.g. the course front page.
1.4	The course outline is available to students through Nuku.	The essential formalised and accepted course framework is provided in a standardised way.
1.5	University student support information is accessible within Nuku and, if required, adapted to meet the specific needs of the cohort or Faculty.	Students know what support is available to them when they need it.
1.6	When digital tools, software or specific digital skills are required in a course, or if physical labs and equipment are planned to be used, instructions and expectations for use of these tools are clearly stated.	Students and staff are clear about how learning tools used in the course should be used safely, effectively and, where applicable, how to access the tools.

#	Threshold Description	Threshold Outcome
1.1	Access to course presence in Nuku is available to students 1 week prior to the start of the course. This is to build course familiarity and learning preparation, not for active teaching.	Students can prepare for learning, understand the focus of the course, become familiar with teaching team and engage in the welcome section before trimester begins.
1.2	Course has a welcome / introductory page with: information about course aspirations, focus and online expectations, a welcome video from the course co-ordinator, a brief profile and contact details of teaching staff, tutors and support staff, the course schedule and virtual classroom links, a forum to facilitate student introductions.	Students know what is expected of them in the course, who to contact with questions and when and where classes will be held.
1.3	Students enter the course at an intuitive location, such as the course welcome/introductory page.	Students enter the course at a location that allows easy navigation and access to key information about the course e.g. the course front page.
1.4	The course outline is available to students through Nuku.	The essential formalised and accepted course framework is provided in a standardised way.
1.5	University student support information is accessible within Nuku and, if required, adapted to meet the specific needs of the cohort or Faculty. Student support information is through online-only methods.	Students know what support is available to them when they need it.
1.6	An overview on how to navigate and engage with the online learning environment is provided. When digital tools, software or specific digital skills are required in a course, instructions and expectations for use of these tools are clearly stated, and all digital tools are accessible off campus.	Students and staff are clear about how learning tools used in the course should be used safely, effectively and, where applicable, how to access the tools.

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