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Ethos Consultancy NZ offers you expertise gathered over many years' experience as educators, designers and researchers. This experience includes classroom teaching in intermediate, secondary and tertiary institutions and in the Vocational Education and Training (VET) sector, and in the business world. We have also participated in curriculum development at national and local levels, and managed the processes of design, build, delivery, assessment, moderation, reporting and course evaluation in a variety of educational fora. 

Key areas we can help you with include, but are not limited to:

  • Online programmes of learning (development / design / implementation / evaluation / content
  • ePortfolios (development / design / implementation / evaluation)
  • Professional development
  • Assessment / alternative assessment
  • Smaller projects (e.g. development of online exemplars of effective teaching practice)

How Ethos works with you

Using the ICTELT Process Model and Framework, Ethos Consultancy can work with you closely to:

  • Collect your and develop an understanding of requirements
  • Clarify the learning and business outcomes
  • Identify the target audience / learners / trainees
  • Identify the content and the context(s) in which it would be used
  • Identify the design of programmes/courses/modules (known as 'the candidate') that include ICT options
  • Discuss the range of learning approaches available, and the most effective approach
  • Identify the types of interactions required
  • Identify a suitable design and delivery framework
  • Develop / build and evaluate your programme / online learning space / site
  • Work within your timeframe
  • Identify any required staff professional development


A quote would then be prepared - either hourly or a flat fee.This could be a milestone quotation which can be spread over a period of time and split up according to your requirements.

Process Model for Programme Design approach between Ethos and you

Click HERE to view a full size version of the process model



Image source


In collaboration with yourself as client(s) and content experts, we design online components once we have ascertained the desired learning outcomes, learner needs and the nature of the institutional culture.

Learner needs

After ascertaining the desired learning outcomes, we design a programme around learner needs. Where learner needs have not yet been assessed by the contracting provider, Ethos will devise a learner needs assessment for this purpose. Aspects assessed include learning preferences, ICT skills, access issues and delivery options. Programme design takes into account student individual and social needs as well as content and skills needs.

The institutional culture

The programme is assessed in terms of its institutional context. This will include considering the nature and structure of the organisation and its mission in relation to legal and policy frameworks.


On completion of the needs assessment, the programme is designed by a specialist designer, using the ICTELT Process Model, in collaboration with the contracting client and the content specialist(s) / writer(s). Lessons / tutorials / courses are designed with:


  • Fully integrated opportunities and support for local and global access (people and resources) and collaboration;
  • A range of alternative formats to suit a variety of learning preferences and needs (e.g. audio/video as well as text);
  • Opportunities for students to negotiate and generate their own learning contexts and content;
  • unrestricted access to courses (specific expectations/ materials / resources / guidelines) including via wireless laptop and mobile phone;
  • Several alternatives for synchronous and asynchronous interaction and communication fully integrated into the course (for example, web conferencing, text messaging, instant messaging, virtual worlds, and discussion forums).


All levels of student ICT / digital literacy and use of ICT are recognised (with scaffolding and support integrated into the course).


Image source


The role of the lecturer is shifted to facilitator, mentor and designer. Virtual and physical sessions are frequently student-led and student voices are encouraged and heard. The formation of a Community of Learning (virtual and physical) is actively encouraged and rapport and trust are fostered to cultivate an environment for scaffolded 'risk taking'.


Frequent, flexible opportunities are provided for formal and informal communication (e.g. 'virtual' online office hours, instant messaging, 'virtual' tutorial sessions and texting).

Students are supported / scaffolded to make their own meaning through active engagement in authentic tasks and student awareness and discussion of meta-skills are fully integrated, guided and encouraged (online and face-to-face). Frequent opportunities for and examples of modelling and scaffolding are provided in a variety of formats and contexts.


Assessment is fully-integrated, authentic, relevant and assesses what has been included in the course. There are frequent opportunities for meaningful peer assessment and multiple sources of feedback (e.g. 'outside', global experts). Assessments make use of innovative, engaging practices and approaches.


Student and tutor evaluation of the programme provides feedback, enabling improvement in the next iteration. Multiple methods of evaluation (formal and informal) are used. Evaluation is iterative and reflective (e.g. timely, 'visible' re-application of feedback for improvements and / or change).

An example: The English Language Learners Online blended learning project (Overview)

Images on this page that are not attributed

Free your imagination by badboy69


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Ethos services by Ethos Consultancy is licensed under a Creative CommonsAttribution-ShareAlike 3.0 Unported License.

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