Service Description

1. Service overview

Nova generates, hosts and maintains interactive formative learning content for vocational education and training. From nationally recognised training-package components (and comparable frameworks in other jurisdictions), the Service produces libraries of interactive practice activities mapped to the source component's elements, performance criteria and knowledge evidence, adapts them to a provider's industry context, delivers them to learners across web, LMS, print and classroom channels, and maintains them continuously through automated quality assurance, real-world currency checking and feedback-driven revision. The Service is provided as software-as-a-service: Supahuman hosts all components, and no customer-side installation is required.

2. Definitions

The following terms have the meanings set out below when used in this document:

• "Provider" or "Customer" — the training organisation (RTO, TAFE, PTE, enterprise trainer or equivalent) subscribing to the Service.
• "Learner" — a person accessing learning content served by the Service.
• "Unit" — a unit of competency or equivalent training component the Service builds content from.
• "Activity" or "artefact" — a single interactive learning experience generated by the Service (for example a simulation, scenario, quiz or game).
• "Learning space" — a hosted collection of activities scoped to a qualification, unit or custom program, served to learners through a link.
• "Workspace" or "portal" — the Provider's administration environment within the Service.
• "Contextualised variant" — a Provider-specific adaptation of a library activity into an industry or client context.

3. Content generation and the library

The Service maintains a shared library of Units imported from training.gov.au (and comparable registers), including their elements, performance criteria, knowledge evidence and packaging rules. For each Unit, an AI scan identifies learning opportunities and the Service generates interactive activities against them. All generated content is formative practice: activities teach through attempt and feedback, may be repeated without consequence, and do not conduct or record summative assessment unless a Provider explicitly enables assessment features on eligible non-accredited scopes.

• Explanatory and demonstration forms include concept visuals, interactive models, animated explainers, chaptered lectures, narrated video explainers, whiteboard lessons, study notes, two-host podcast episodes and daily micro-learning cycles.
• Practice forms include branching scenarios, process walkthroughs, hazard identification, sequencing and classification exercises, explorable diagrams and explorable 3D models, fault-finding, document tasks, calculation practice, voice role-plays with an AI counterpart, quizzes and knowledge checks, and skills games in simulation, arcade, escape-room, time-trial and matching formats, each concluding with a debrief that traces performance back to the mapped criteria.
• Every activity carries a mapping matrix recording which elements, performance criteria and knowledge-evidence items it practises.
• Whole qualifications can be onboarded in one operation, with core units imported automatically and electives selected by the Provider.
• Teaching resources (demonstrations, group activities and session materials) are generated alongside learner activities and delivered to teaching staff through a separate hub.
• Printable study guides: each learning space provides a printable study guide for every unit it serves — teaching prose organised chapter by chapter, with a cover in the Provider's brand, a numbered table of contents, chapter-opening illustrations and the copyright attribution required for the jurisdiction's training material — laid out for printing or saving as a PDF. Guides build chapter by chapter with visible progress and a live preview as each chapter completes.
• AI Fluency add-on: a Supahuman-authored, non-accredited AI-fluency program (Foundations and Leading editions for Australia and New Zealand, aligned to — not endorsed by — the National AI Centre's Guidance for AI Adoption) can be added to any learning space, with its activities contextualised to that space's industry and roles, and re-alignable on demand after the space's context changes.
• Micro-credentials: on learning spaces consisting entirely of the AI Fluency program, learners who complete the program can claim a free non-accredited micro-credential issued by Supahuman Limited (never by or on behalf of the Provider), with completion proven from the learner's own activity records and each credential verifiable at a permanent public link. Micro-credentials are not AQF qualifications or statements of attainment and carry no credit toward any qualification.

4. Contextualisation

Library activities can be adapted by the Service into a Provider's delivery context — industry setting, terminology, scenarios, client co-branding and cohort profile — producing contextualised variants owned by that Provider's workspace. Variants serve in place of the library original on that Provider's learning spaces. Whole-of-qualification contextualisation aligned to a training and assessment strategy is supported. A delivery context may also declare a recognised teaching or practice approach (for example Reggio-inspired, Montessori, person-centred, trauma-informed practice): the Service applies a curated, accurate treatment of that approach across the adapted scenarios and language. An approach colours the delivery context only — it never adds requirements beyond, or removes requirements from, the underlying unit of competency.

5. Learner access and delivery channels

The Service is designed for zero-friction learner access. Learners do not require accounts, passwords or app installation for standard access.

• Hosted links: each learning space is served at a stable link that runs in any modern browser on any device, installable as a progressive web app. Optional access codes, cohort labels, expiry and pause controls apply per link.
• LMS integration: spaces export as SCORM 1.2 packages that act as connectors to the hosted content, reporting completion, score, session time and per-unit progress objectives to the LMS gradebook. LTI launch is supported for identity-carrying access. Because the SCORM object connects rather than contains, content updates apply without re-export or re-upload.
• Offline/self-contained export: where enabled for a Provider, spaces can be exported as self-contained SCORM packages containing the content files, subject to a periodic licence verification to Supahuman confirming the Provider's subscription remains active. Each export carries a manifest of the exact content versions it contains, is recorded in an export register, and the portal flags any export that subsequent content corrections have left behind.
• Print delivery: the per-unit printable study guides described in section 3 support paper-based delivery contexts alongside the interactive channels.
• Classroom mode: an organisation-wide link that turns any browser-equipped classroom screen or tablet into a delivery surface — launching activities on the shared screen, handing them to learner phones by QR code, hosting live class quiz games with named participation, and taking the room's pulse with anonymous live word clouds, 1-5 scale polls and open question walls answered from learner phones.
• Learner support: an AI learning coach (where enabled) — a named, clearly artificial persona that applies structured tutoring methods (Socratic questioning, graduated hints, teach-back checks), can speak its replies aloud, and adapts its guidance to the learner's own recent activity in the space without storing conversation transcripts — plus audio guides, accessibility controls, glossaries and formative feedback on uploaded work.
• New-content awareness: learners returning to a space are shown activities added since their last visit, and learners who opt into notifications are told when new activities land in their space.
• Pathway profiles: learners can tune their journey to their experience level — new entrant (the classic learn-practise-apply order), experienced worker (knowledge checks surface first), or extra support (reading and listening companions lead). Profiles reorder the suggested path only; nothing is gated, skipped or waived.

6. The provider portal

Each Provider operates a branded workspace giving administrative control of its estate.

• Programs and scope: import qualifications and units, monitor registered-scope coverage against the library at unit level, and onboard gaps.
• Learning spaces: create, brand, curate (hide or add activities per space), adjust which packaged electives a qualification space serves (changes apply to live learner links immediately, with learner progress preserved; newly added units are imported, scanned and stocked with baseline activities automatically, drawing on the Provider's plan credits), sequence into modules, and mint learner links.
• Team management: role-based access (Owner, Designer, Trainer) with invitation, role change, pause/restore and removal, each notified by email.
• Insights: engagement and progress analytics across spaces, links and learners — headline metrics tracked over time in weekly and monthly views with like-for-like comparison to the previous period, and an interactive, zoomable world map of the Provider's delivery footprint (location data held at city level only) — with weekly email reporting to workspace owners.
• Continuous improvement register: the record of every change made to material the Provider delivers — additions, verified currency corrections, contextualisations and revisions — filterable by space and unit, with version lineage and CSV export.
• In-portal help guide: a searchable guide to the whole product, including a living FAQ, opened from the portal header. The guide is maintained automatically from what ships, so it describes the Service as it currently is.
• Privacy wording: generated, configuration-accurate wording describing the Service's automated decision-making for inclusion in the Provider's own privacy policy, supported by Supahuman's public Automated Decisions Register.
• Teach studio: per-unit session plans, facilitator guides, slide decks and learner workbooks generated from a delivery brief the trainer sets (mode, cadence, cohort, facilities), each revisable in the trainer's own words, with in-class use of the Service's interactive activities woven into the plan.
• Create front door: a single entry point routes plain-language requests to the right studio, and a content brief that mentions classroom or blended delivery also prepares the teaching design automatically, pre-seeded with the brief.
• Study guides: a per-space index lists the printable study guide for each unit, with build progress shown per unit and a live preview of each guide as its chapters are generated.
• Blended delivery maps: a per-unit, outcome-by-outcome analysis of what is best delivered face-to-face, what the Service's online activities carry, and what runs hybrid (online pre-work, in-person practice, online revision) — shared across the library, and honoured automatically by generated session plans.
• Delivery register: an automatically maintained record of what was taught and when, with trainer attestation and CSV export for audit evidence.
• Audit log: a searchable, exportable record of administrative actions and learner activity within the workspace.
• Quality feedback: staff can flag content issues; the Provider's own variants are corrected from that feedback through the Service's revision pipeline, and library issues are remediated centrally by Supahuman.
• Quick edit: designers can request a specific change to any activity in their own words; the Service applies it through the revision pipeline (creating the Provider's own variant first where the activity is a shared library one — the shared library itself is never altered by one Provider), re-audits it, and serves the corrected version everywhere, including existing LMS placements, without re-export.

7. Quality assurance

Every generated or revised activity passes an automated quality audit before publication, reviewing: safety of instruction; factual correctness; grounding against the source Unit (no invented regulatory content); coverage of the mapped criteria; pedagogy; cultural respect, including organisation-provided acknowledgements; language and accessibility; interaction integrity; visual legibility; and currency of real-world references. Content failing the audit is automatically repaired and re-audited, or withheld for human review. Unresolved safety findings always hold content for human review. Learner-facing and staff-facing reporting channels feed residual defects back into the same repair pipeline. Printed study material carries the copyright attribution and imprint information required for training-package material in Australia and for provider material in New Zealand.

8. Content currency

Published content is maintained against the changing real world as a standing service function.

• Regulatory and standards currency: content citing legislation, regulations, standards, codes of practice, statutory rates or regulators is re-verified against primary sources on a rolling schedule using live web research; material changes trigger an automatic correction republished through the quality gate, with every change recorded in the audit log.
• Practice currency: the same review judges whether content remains good practice today — tools or workflows that have changed, superseded methods, visibly dated examples — and refreshes it through the same gate; fast-moving subject matter (including content about AI itself) is always within the review's scope.
• Training-package currency: unit supersessions on training.gov.au are tracked, with affected Providers notified.
• Evergreen refresh: selected content types receive scheduled refreshes (for example, daily micro-learning cycles extend over time), and provider-facing documentation — including this document — is rewritten automatically as the Service ships changes.

9. Records, evidence and reporting

The Service maintains records supporting a Provider's evidentiary and audit obligations.

• Learner activity: pseudonymous play, progress and completion events per link and space, surfaced in Insights and exportable.
• Delivery register: contemporaneous, append-only session records generated by classroom delivery, with named participation from live class games, optional trainer attestation (locked once given), manual entries for off-platform sessions, and CSV export.
• Learner signals: a two-tap anonymous intake (prior experience and starting confidence) that tunes each learner's suggested pathway, an optional one-tap confidence reading at completion, and cohort insights — including a before/after confidence-lift measure — reported only as group counts with small groups suppressed; cohort signals also inform teacher-led session planning.
• Progressive release: an optional pacing plan per space — every unit stays visible, but later blocks unlock as earlier ones are completed, with AI-suggested block groupings (foundations first); spaces are fully open by default and the plan can be changed or removed at any time.
• Audit logs: administrative actions (team, links, spaces, curation, billing configuration, content corrections) recorded append-only with actor, action, subject and time; searchable and exportable on both the Provider and Supahuman sides.
• Weekly reporting: workspace owners receive a weekly engagement report; Supahuman operates equivalent platform-level reporting.

10. Service management and updates

The Service is updated continuously. New capabilities, content types and corrections deploy without customer action, maintenance windows or version migrations. Content updates propagate immediately to all delivery channels, including LMS-connected content, without re-export. The Service undergoes ongoing security review and hardening as part of routine operation. Material capability changes are reflected in this document through its automatic maintenance cycle. Supabase-hosted customer data and Stripe-processed billing are managed under those platforms' respective certifications alongside Supahuman's own controls.

11. Support

Support is provided in-product and by email.

• Learners: an in-activity help and problem-reporting channel, triaged AI-first with human escalation, plus the AI learning coach where the Provider enables it.
• Provider staff: in-portal support, content flagging, and email support at hello@supahuman.ai.
• Response and resolution targets, where committed, are set out in the applicable agreement or order.

12. Data, privacy and security

The Service is architected for minimal personal information and strict tenancy separation. The design principle: learning works pseudonymously by default; personal information enters only where a specific feature requires it and the Provider (or the learner) has chosen that feature; and anything a learner self-reports about themselves is optional, coarse, and only ever visible as suppressed group statistics — never per person.

• Pseudonymous by default: standard learner access requires no account. Learning activity, progress and self-reported context key to a random device identifier; the learning dataset's tables contain no learner name or email columns by construction.
• Where personal information does enter, it is feature-scoped and Provider-initiated: tracked-learner rosters (names/emails the Provider supplies), learner-initiated formative-feedback email addresses, LMS identity where the Provider connects via LTI, and the Provider's own staff accounts. Each is used only for its feature and handled under the applicable agreement and Supahuman's privacy policy.
• Self-reported learner context (a short start-of-space intake): prior experience and starting confidence tune the learner's suggested pathway; further context and demographics (age band, gender, ethnicity per the country's official statistical categories, home language, education) are strictly optional with the purpose stated in place, and a learner can have their self-reported record deleted.
• Aggregate-only exposure with suppression, enforced in code: self-reported data is never shown per learner — to anyone, including the Provider. Learning-context cuts render only at seven or more learners; demographic questions render only past ten answers, and any group smaller than five within gender, ethnicity or language is hidden entirely, so no individual is identifiable by subtraction.
• Sensitive information is never required, never gates access to learning, and is never used to make a decision about an individual — it informs aggregate insight and content clarity (e.g. plain-language emphasis) only.
• The AI learning coach adapts its tutoring to signals derived from the learner's own activity at the moment of each exchange; conversation transcripts are not stored.
• Usage analytics may include coarse, city-level location derived from network routing at the time of access; no street address, precise coordinates or raw IP address is stored against learner activity.
• Provider content, variants, learner records and configuration are isolated per workspace; no Provider can access another's data, and learner self-reports are never linked across Providers.
• Administrative access by Supahuman staff to a Provider's workspace is possible for support purposes, is visibly badged, and is recorded in the Provider's own audit log as Supahuman action.
• Data is hosted on enterprise cloud infrastructure; payment card data is handled exclusively by Stripe and never touches Supahuman systems.
• Provider data is exportable (content packages, CSV records) and is handled in accordance with the applicable agreement and Supahuman's privacy policy.
• Automated decision-making in the Service is publicly disclosed in Supahuman's Automated Decisions Register, maintained and versioned for the transparency requirements of Australian Privacy Principle 1.7 — including the learning-path suggestion drawn from a learner's self-reported intake, which reorders suggestions only and never gates, grades or reports on the individual.

13. Customer responsibilities

The Service depends on the Provider for certain inputs and decisions.

• Confirming the fitness of generated content for the Provider's specific delivery and compliance context before relying on it — the Service provides formative practice and evidence tooling and does not certify competency or replace the Provider's assessment obligations.
• Maintaining the accuracy of workspace configuration: scope, team membership and roles, branding, and per-space settings.
• Managing distribution of learner links and access codes appropriate to the audience.
• Providing and maintaining LMS-side configuration where LMS delivery is used.
• Where the Provider supplies learner personal information to the Service (tracked-learner rosters, LTI identity), ensuring its own privacy policy and collection notices cover that supply, including processing by service providers such as Supahuman Limited — the portal's generated privacy wording is provided to assist with this.

14. Exclusions and limitations

For clarity, the Service does not include:

• Student management system (SMS/AVETMISS) functions: enrolment, USI management, government reporting or certification issuance.
• Summative assessment services, assessment validation or competency decisions, except the optional practice-assessment features described above on eligible non-accredited scopes.
• Human instructional-design services, except where separately agreed.
• Bespoke development, integrations or content types not described in this document, except where separately agreed.

15. Commercial terms and document control

Pricing, committed volumes, billing cadence, payment terms and any service-level commitments are set out in the applicable agreement, order form or rate card, not in this document. This document is maintained automatically as the Service evolves and republished at this address; the date shown at the foot identifies the current version. Where a signed agreement references a dated copy of this document, that dated copy applies to the engagement, and this address always shows the current state of the Service.