Technology expected to deliver broad value across the 3000 UQ courses, must meet a range of criteria outside pedagogy.  ITS will assess any proposed technology based on an identified need for the functionality, the ability to integrate into relevant systems where required, potential for scalability, and sustainability which includes appropriate resource allocation to change management, communication and support.

Small bespoke technologies that have global applicability are particularly vulnerable to being overtaken by higher quality and more cost-effective off the shelf systems. There should be evidence that existing systems or services do not already exist within the large and rapidly evolving international market of eLearning tools that meet the same criteria/functionality requirements.

Below we list the broad criteria ITS uses to evaluate a technology for its potential to achieve broad value.

1. Selection

1.1 Has an adequate requirements analysis been done, and have the functionality requirements been clearly documented?

1.2 Has an up to date market-scan and evaluation of options been undertaken, and have all options been ruled out based on sufficient investigation?

1.3 Is there a likelihood that the required functionality will be broadly available in an off the shelf product in the near future?  

Click here for our guides to undertaking a product requirement analysis, and a technology market scan.

2. Service Building Phase

2.1 Have the necessary workflows been documented, and confirmed with end-users?

2.2 Does the user acceptance testing documentation provide evidence that the application can be used to resolve one or more pedagogical or administrative tasks currently faced by faculty, more effectively than any of the existing tools in the eLearning portfolio?

2.3 Does any integration with existing tools increase or reduce administrative burden?  For example, if .csv files are required for data transfer between systems, what is the risk of human error, and need for training/ support?  Can integration be further developed to avoid this?

3. Dissemination Phase

3.1 Is there a workable conversion plan to convert an innovation into a broadly usable, policy compliant and supported service capable of having a broad impact?

3.2 What change support plans and dissemination costs have been built into the project? Have resources been allocated and costed realistically?

3.3 Broad impact across 3000 courses, and multiple faculties, is often dependant on a multi-year sustained communication and support program.  Is there an implementation plan/pilot plan?

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