NZQA’s purpose is to support learners in New Zealand. They set learners up for success by providing resources, services, educational records, and access to quality education.
NZQA’s purpose is to support learners in New Zealand. They set learners up for success by providing resources, services, educational records, and access to quality education.
NZQA’s purpose is to support learners in New Zealand. They set learners up for success by providing resources, services, educational records, and access to quality education.
NZQA’s purpose is to support learners in New Zealand. They set learners up for success by providing resources, services, educational records, and access to quality education.
NZQA’s purpose is to support learners in New Zealand. They set learners up for success by providing resources, services, educational records, and access to quality education.
NZQA’s purpose is to support learners in New Zealand. They set learners up for success by providing resources, services, educational records, and access to quality education.
The challenge and approach
Our team was challenged with the task of modernising a number of digital legacy products that play a key role in the New Zealand education system.
We worked closely with various NZQA stakeholders and business units to unearth and understand detailed business requirements. Outside the business, we engaged with students, schools, and tertiary providers to test designs and learn about their experiences.
The challenge and approach
Our team was challenged with the task of modernising a number of digital legacy products that play a key role in the New Zealand education system.
We worked closely with various NZQA stakeholders and business units to unearth and understand detailed business requirements. Outside the business, we engaged with students, schools, and tertiary providers to test designs and learn about their experiences.
The challenge and approach
Our team was challenged with the task of modernising a number of digital legacy products that play a key role in the New Zealand education system.
We worked closely with various NZQA stakeholders and business units to unearth and understand detailed business requirements. Outside the business, we engaged with students, schools, and tertiary providers to test designs and learn about their experiences.
The challenge and approach
Our team was challenged with the task of modernising a number of digital legacy products that play a key role in the New Zealand education system.
We worked closely with various NZQA stakeholders and business units to unearth and understand detailed business requirements. Outside the business, we engaged with students, schools, and tertiary providers to test designs and learn about their experiences.
The challenge and approach
Our team was challenged with the task of modernising a number of digital legacy products that play a key role in the New Zealand education system.
We worked closely with various NZQA stakeholders and business units to unearth and understand detailed business requirements. Outside the business, we engaged with students, schools, and tertiary providers to test designs and learn about their experiences.
The challenge and approach
Our team was challenged with the task of modernising a number of digital legacy products that play a key role in the New Zealand education system.
We worked closely with various NZQA stakeholders and business units to unearth and understand detailed business requirements. Outside the business, we engaged with students, schools, and tertiary providers to test designs and learn about their experiences.
Website IA and testing
We conducted extensive IA testing with 3 rounds of testing. In the first round we compared two different structures to quickly gauge different configurations and to see what worked.
The tests highlighted a number of problems. Namely, the structure followed the business focused structure and used a lot of terminology.
In order to move away from a business focused structure, we identified user thought patterns and proposed changes that mirrored them. For example, have ‘NCEA’ as a top level section since most teachers and students are after NCEA content.
Website IA and testing
We conducted extensive IA testing with 3 rounds of testing. In the first round we compared two different structures to quickly gauge different configurations and to see what worked.
The tests highlighted a number of problems. Namely, the structure followed the business focused structure and used a lot of terminology.
In order to move away from a business focused structure, we identified user thought patterns and proposed changes that mirrored them. For example, have ‘NCEA’ as a top level section since most teachers and students are after NCEA content.
Website IA and testing
We conducted extensive IA testing with 3 rounds of testing. In the first round we compared two different structures to quickly gauge different configurations and to see what worked.
The tests highlighted a number of problems. Namely, the structure followed the business focused structure and used a lot of terminology.
In order to move away from a business focused structure, we identified user thought patterns and proposed changes that mirrored them. For example, have ‘NCEA’ as a top level section since most teachers and students are after NCEA content.
Website IA and testing
We conducted extensive IA testing with 3 rounds of testing. In the first round we compared two different structures to quickly gauge different configurations and to see what worked.
The tests highlighted a number of problems. Namely, the structure followed the business focused structure and used a lot of terminology.
In order to move away from a business focused structure, we identified user thought patterns and proposed changes that mirrored them. For example, have ‘NCEA’ as a top level section since most teachers and students are after NCEA content.
Website IA and testing
We conducted extensive IA testing with 3 rounds of testing. In the first round we compared two different structures to quickly gauge different configurations and to see what worked.
The tests highlighted a number of problems. Namely, the structure followed the business focused structure and used a lot of terminology.
In order to move away from a business focused structure, we identified user thought patterns and proposed changes that mirrored them. For example, have ‘NCEA’ as a top level section since most teachers and students are after NCEA content.
Website IA and testing
We conducted extensive IA testing with 3 rounds of testing. In the first round we compared two different structures to quickly gauge different configurations and to see what worked.
The tests highlighted a number of problems. Namely, the structure followed the business focused structure and used a lot of terminology.
In order to move away from a business focused structure, we identified user thought patterns and proposed changes that mirrored them. For example, have ‘NCEA’ as a top level section since most teachers and students are after NCEA content.
Patterns
With the help of an indigenous design agency, we created a series of kowhaiwhai patterns to represent NZQA’s various audiences. Each pattern also has it’s own colour schemes to help it stand out further.
Patterns
With the help of an indigenous design agency, we created a series of kowhaiwhai patterns to represent NZQA’s various audiences. Each pattern also has it’s own colour schemes to help it stand out further.
Patterns
With the help of an indigenous design agency, we created a series of kowhaiwhai patterns to represent NZQA’s various audiences. Each pattern also has it’s own colour schemes to help it stand out further.
Patterns
With the help of an indigenous design agency, we created a series of kowhaiwhai patterns to represent NZQA’s various audiences. Each pattern also has it’s own colour schemes to help it stand out further.
Patterns
With the help of an indigenous design agency, we created a series of kowhaiwhai patterns to represent NZQA’s various audiences. Each pattern also has it’s own colour schemes to help it stand out further.
Patterns
With the help of an indigenous design agency, we created a series of kowhaiwhai patterns to represent NZQA’s various audiences. Each pattern also has it’s own colour schemes to help it stand out further.
Website UI design
The old site design lacked visual appeal so emphasis was placed on colour, patterns and imagery. Content also tended to be dense, so we focused on crafting simple designs that present information in a digestible way.
Website UI design
The old site design lacked visual appeal so emphasis was placed on colour, patterns and imagery. Content also tended to be dense, so we focused on crafting simple designs that present information in a digestible way.
Website UI design
The old site design lacked visual appeal so emphasis was placed on colour, patterns and imagery. Content also tended to be dense, so we focused on crafting simple designs that present information in a digestible way.
Website UI design
The old site design lacked visual appeal so emphasis was placed on colour, patterns and imagery. Content also tended to be dense, so we focused on crafting simple designs that present information in a digestible way.
Website UI design
The old site design lacked visual appeal so emphasis was placed on colour, patterns and imagery. Content also tended to be dense, so we focused on crafting simple designs that present information in a digestible way.
Website UI design
The old site design lacked visual appeal so emphasis was placed on colour, patterns and imagery. Content also tended to be dense, so we focused on crafting simple designs that present information in a digestible way.
UI challenges
Standard pages were packed with a lot of information and resources. In order to break up the content and prevent visual repetition, I used a mix of differently styled tables and accordions. As a result the page has a better flow and is more engaging.
UI challenges
Standard pages were packed with a lot of information and resources. In order to break up the content and prevent visual repetition, I used a mix of differently styled tables and accordions. As a result the page has a better flow and is more engaging.
UI challenges
Standard pages were packed with a lot of information and resources. In order to break up the content and prevent visual repetition, I used a mix of differently styled tables and accordions. As a result the page has a better flow and is more engaging.
UI challenges
Standard pages were packed with a lot of information and resources. In order to break up the content and prevent visual repetition, I used a mix of differently styled tables and accordions. As a result the page has a better flow and is more engaging.
UI challenges
Standard pages were packed with a lot of information and resources. In order to break up the content and prevent visual repetition, I used a mix of differently styled tables and accordions. As a result the page has a better flow and is more engaging.
UI challenges
Standard pages were packed with a lot of information and resources. In order to break up the content and prevent visual repetition, I used a mix of differently styled tables and accordions. As a result the page has a better flow and is more engaging.
Exam timetable
Another challenge was the NCEA exam timetable, which at the time was a long set-width table. I had to figure out how to make it responsive, filterable and more digestible. In the end my approach was to break the table up into days. This made for a more intuitive reading experience, as well as making it easier to simplify for tablet and mobile.
Exam timetable
Another challenge was the NCEA exam timetable, which at the time was a long set-width table. I had to figure out how to make it responsive, filterable and more digestible. In the end my approach was to break the table up into days. This made for a more intuitive reading experience, as well as making it easier to simplify for tablet and mobile.
Exam timetable
Another challenge was the NCEA exam timetable, which at the time was a long set-width table. I had to figure out how to make it responsive, filterable and more digestible. In the end my approach was to break the table up into days. This made for a more intuitive reading experience, as well as making it easier to simplify for tablet and mobile.
Exam timetable
Another challenge was the NCEA exam timetable, which at the time was a long set-width table. I had to figure out how to make it responsive, filterable and more digestible. In the end my approach was to break the table up into days. This made for a more intuitive reading experience, as well as making it easier to simplify for tablet and mobile.
Exam timetable
Another challenge was the NCEA exam timetable, which at the time was a long set-width table. I had to figure out how to make it responsive, filterable and more digestible. In the end my approach was to break the table up into days. This made for a more intuitive reading experience, as well as making it easier to simplify for tablet and mobile.
Exam timetable
Another challenge was the NCEA exam timetable, which at the time was a long set-width table. I had to figure out how to make it responsive, filterable and more digestible. In the end my approach was to break the table up into days. This made for a more intuitive reading experience, as well as making it easier to simplify for tablet and mobile.
Digital submissions
Every year, schools across New Zealand submit student work to NZQA to be marked. As a part of this project, NZQA aimed to launch a pilot program which would allow learners and schools to digitally submit work to NZQA via their logged-in portals.
For this piece of work, I refined the UX and UI for the desired flow of submitting files and conducted usability testing with students and teachers to refine aspects of the flow to ensure it was intuitive and easy to understand.
Digital submissions
Every year, schools across New Zealand submit student work to NZQA to be marked. As a part of this project, NZQA aimed to launch a pilot program which would allow learners and schools to digitally submit work to NZQA via their logged-in portals.
For this piece of work, I refined the UX and UI for the desired flow of submitting files and conducted usability testing with students and teachers to refine aspects of the flow to ensure it was intuitive and easy to understand.
Digital submissions
Every year, schools across New Zealand submit student work to NZQA to be marked. As a part of this project, NZQA aimed to launch a pilot program which would allow learners and schools to digitally submit work to NZQA via their logged-in portals.
For this piece of work, I refined the UX and UI for the desired flow of submitting files and conducted usability testing with students and teachers to refine aspects of the flow to ensure it was intuitive and easy to understand.
Digital submissions
Every year, schools across New Zealand submit student work to NZQA to be marked. As a part of this project, NZQA aimed to launch a pilot program which would allow learners and schools to digitally submit work to NZQA via their logged-in portals.
For this piece of work, I refined the UX and UI for the desired flow of submitting files and conducted usability testing with students and teachers to refine aspects of the flow to ensure it was intuitive and easy to understand.
Digital submissions
Every year, schools across New Zealand submit student work to NZQA to be marked. As a part of this project, NZQA aimed to launch a pilot program which would allow learners and schools to digitally submit work to NZQA via their logged-in portals.
For this piece of work, I refined the UX and UI for the desired flow of submitting files and conducted usability testing with students and teachers to refine aspects of the flow to ensure it was intuitive and easy to understand.
Digital submissions
Every year, schools across New Zealand submit student work to NZQA to be marked. As a part of this project, NZQA aimed to launch a pilot program which would allow learners and schools to digitally submit work to NZQA via their logged-in portals.
For this piece of work, I refined the UX and UI for the desired flow of submitting files and conducted usability testing with students and teachers to refine aspects of the flow to ensure it was intuitive and easy to understand.
Web entries
Another stream of work under Portals, was Web Entries, which is a way for small schools to manage students and their enrolments in subjects and grades.
This part of the portal had key functionality which required UX and UI input, such as adding and managing student details, adding them to courses, creating new courses and more.
Web entries
Another stream of work under Portals, was Web Entries, which is a way for small schools to manage students and their enrolments in subjects and grades.
This part of the portal had key functionality which required UX and UI input, such as adding and managing student details, adding them to courses, creating new courses and more.
Web entries
Another stream of work under Portals, was Web Entries, which is a way for small schools to manage students and their enrolments in subjects and grades.
This part of the portal had key functionality which required UX and UI input, such as adding and managing student details, adding them to courses, creating new courses and more.
Web entries
Another stream of work under Portals, was Web Entries, which is a way for small schools to manage students and their enrolments in subjects and grades.
This part of the portal had key functionality which required UX and UI input, such as adding and managing student details, adding them to courses, creating new courses and more.
Web entries
Another stream of work under Portals, was Web Entries, which is a way for small schools to manage students and their enrolments in subjects and grades.
This part of the portal had key functionality which required UX and UI input, such as adding and managing student details, adding them to courses, creating new courses and more.
Web entries
Another stream of work under Portals, was Web Entries, which is a way for small schools to manage students and their enrolments in subjects and grades.
This part of the portal had key functionality which required UX and UI input, such as adding and managing student details, adding them to courses, creating new courses and more.
Project outcome
The refreshed products received positive feedback from students, providers, and NZQA stakeholders. Students and schools were happy to see a refreshed UI and content across all the sites, and the pilot for digital submissions was a success.
Project outcome
The refreshed products received positive feedback from students, providers, and NZQA stakeholders. Students and schools were happy to see a refreshed UI and content across all the sites, and the pilot for digital submissions was a success.
Project outcome
The refreshed products received positive feedback from students, providers, and NZQA stakeholders. Students and schools were happy to see a refreshed UI and content across all the sites, and the pilot for digital submissions was a success.
Project outcome
The refreshed products received positive feedback from students, providers, and NZQA stakeholders. Students and schools were happy to see a refreshed UI and content across all the sites, and the pilot for digital submissions was a success.
Project outcome
The refreshed products received positive feedback from students, providers, and NZQA stakeholders. Students and schools were happy to see a refreshed UI and content across all the sites, and the pilot for digital submissions was a success.
Project outcome
The refreshed products received positive feedback from students, providers, and NZQA stakeholders. Students and schools were happy to see a refreshed UI and content across all the sites, and the pilot for digital submissions was a success.
