Mobile-first, not mobile-tolerated
Designed at phone width first, then expanded. Touch targets, thumb reach and short scroll runs come before desktop layout decisions.
Built for the student who has twelve minutes
Most students reach a support tool on a phone, between a class and a shift, already stressed. Accessibility, speed and privacy aren't compliance line items here — they decide whether anyone finishes.
Interface & navigation
Low cognitive load, visible next step
A student arriving at a support tool is already carrying enough. The interface should subtract effort, not add it.
Clean, modern, uncluttered
One idea per screen, generous spacing, restrained colour. Visual attractiveness here is a functional requirement — it is what keeps a stressed student engaged.
Next actions always visible
Every screen ends with what to do now: book, apply, read, or talk to someone. Reflection converts to action in one tap, not after a hunt.
Interactive, not a document dump
Quizzes, visual profiles, indicator graphics, service maps, short tutorials and contextual content — formats that hold attention, chosen per situation.
Standalone or embedded
Runs as its own web application, or inside Moodle and your student portal as an embedded app — the same experience either way.
One door, many teams
A single interface gathers the resources of every service. It points to the existing pages your teams already maintain instead of duplicating and stranding them.
Digital accessibility
WCAG 2.1 level AA as the baseline
Accessibility is verified during development, not audited after launch. The design system carries it so every new screen inherits it.
- Semantic HTML and ARIA where neededProper headings, landmarks, labels and roles — so screen readers describe a structure, not a soup of divs.
- Full keyboard operationEvery path completable without a mouse, with visible focus states throughout.
- Contrast that passes at AAText and interface colours validated against 4.5:1, including on brand-coloured surfaces.
- Display adaptation optionsText sizing, spacing, reduced motion and high-contrast display — chosen by the student and remembered on their device.
- Never colour aloneIndicators carry a label and a shape as well as a hue, so meaning survives colour-vision differences and greyscale printing.
- Plain language, both official languagesContent authored at a readable level in French and English, with the accessibility office able to review wording before publication.
Privacy & consent
A student can use it without telling you who they are
The fastest way to make a self-assessment tool useless is to make students suspect it is watching them. So the default is: nothing is kept.
| Situation | What is stored | What the institution sees |
|---|---|---|
| No account, no consent | Nothing. Answers live in the session and are discarded when it ends. | Anonymous, aggregated usage counts only — never individual responses. |
| Consent given to save | The results the student explicitly chose to keep, under their own account. | Still aggregate. Individual results are the student's, visible to a service only if the student shares them. |
| Consent withdrawn | Saved results are deleted or anonymised, including in backups on the documented cycle. | Aggregate trends remain; the individual contribution is no longer attributable. |
| Student books a service | Only what the service needs to hold the appointment. | The receiving team sees the context the student agreed to pass along. |
Anonymous by default, configurable by section
Consultation without an account is a first-class mode, not a degraded one. Institutions decide which sections stay open anonymously and which require authentication — and the tool tells the student which mode they are in, before they answer anything.
Inclusion
Populations the generic path doesn't serve
In the Université du Québec network, one student in two is first-generation, 44 % study part-time, 77 % work during their studies and the average age across all three cycles is nearly 30. The "typical student" the generic path is written for is a minority. Specific navigation is architecture, not an add-on.
Students with disabilities
Accommodation paths, the accessibility office's own process, and an interface that meets the standard the accommodation assumes.
International students
Status, work permits, health coverage, banking and housing — the questions that arrive before the academic ones, in a dedicated path.
Student parents
Childcare, scheduling, financial aid for dependants, and the deferral rules that actually apply to them.
Indigenous students
Dedicated navigation to the services, funding and community supports that exist for them, authored with the teams responsible.
Graduate students
Supervision relationships, funding, research administration, extensions — a path that doesn't pretend a doctoral student has an undergraduate problem.
First-generation & returning students
No assumed vocabulary and no assumed knowledge of how a university works. Terms are explained where they are used.
Walk it with your accessibility office
We'd rather be tested with a screen reader in the room. Bring the people who will judge it — that's the useful demo.
Book a Demo