Submitting ICT support tickets

Request details

• Date submitted
• Reference number (if available)
• Clear email subject
• Issue type (select category according to ticketing system, for example: Bug, Enhancement)

Problem or Request description

• What is happening (or not happening)?
• What are we trying to solve?
• How is it impacting users or the system?
• Where does it occur? A section within the system, across different systems

Time and Frequency

• When did it occur or start occurring?
• Is it constant, intermittent or triggered by specific actions?
• Has it been reported by multiple users?
• Sequence of events leading to the issue, if known

Users affected

• Who does it affect or support?
• Affected users (how many are impacted, if appropriate include names, roles, teams)
• User login/ID (if relevant and permitted)

Why it matters

• Why is this important from a business or learner perspective?
• What problem would be solved if this were fixed?
• What outcome or improvement is expected?

Troubleshooting and evidence

• Actions already undertaken to troubleshoot or reproduce
• Results of those actions
• Screenshots or screen recordings (where possible)
• Exact error messages or logs (copy and paste, not paraphrased)

Additional context

• Any recent updates, releases or changes that may be relevant
• Theories or observations that could help investigation

Priority assessment

• 5 – Critical impact: Major disruption or blockers for users or admins
• 4 – High impact: Significant improvement; clear value if resolved
• 3 – Medium impact: Moderate benefit; limited user group or workflow
• 2 – Low impact: Minor improvement or edge case
• 1 – Nice to have: Cosmetic or convenience‑level feedback

• Providing clear, structured ticket information using a consistent template.
• Separating facts from assumptions.
• Including screenshots, recordings or exact error messages.
• Explaining the business or learner impact, not just technical symptoms.
• Appropriately categorising requests (bug vs enhancement vs investigation).
• Assigning realistic priority levels based on impact, not urgency alone.

Example

A learning administrator logs a bug with exact reproduction steps, screenshots, affected user roles and a clear explanation of how it blocks learner completion. The vendor can reproduce the issue immediately and prioritise it correctly.

• Submitting vague requests such as ‘the system is broken’.
• Omitting where or when the issue occurs.
• Assigning ‘critical’ priority without justification.
• Including opinions but no evidence.
• Combining multiple unrelated issues into one ticket.
• Not documenting troubleshooting steps already taken.

Examples

A ticket simply states ‘reports aren’t working’ with no screenshots, module name or user role details. The vendor must request additional information, delaying investigation and resolution.

Request details

• Date submitted: 19 July 2024
• Reference number: APSL004382 (auto generated)
• Submitted by: J. Smith, Learning Platform Administrator
• Contact email / phone: jsmith@agency.gov.au
• Subject: CourseCompletionNotRecording_B

What is it?

(What are we trying to solve)

• Learner completion not recording for SCORM module in APSLearn

Brief description of the issue or request

(What is happening or not happening? What problem are you solving?) 

• Learners are completing the ‘APS Induction – Working in Government’ SCORM module, but their completion status is not updating to ‘Completed’ in the system. The module closes successfully, but progress remains ‘In Progress’.

Why is this important

(Explain the business, learner or administrative impact)

• Learners are unable to receive completion credit for mandatory induction training. This impacts compliance reporting and requires manual intervention by administrators.

What does success look like?

(Describe the expected behaviour or outcome)

• Learner status updates to ‘Completed’ immediately after finishing the module, and completion is recorded in reports.

Troubleshooting and evidence

• Actions already undertaken to troubleshoot or reproduce
• Results of those actions
• Screenshots or screen recordings (where possible)
• Exact error messages or logs (copy and paste, not paraphrased)

Location in the system

• System X, page X: LMS > Courses > APS Induction – Working in Government (SCORM 2004)

Timing and frequency

(First occurred, frequency and quantity of known incidents)

• It first occurred on the 6 July 10:00am. It occurs intermittently and is still occurring as of 5pm. This issue has been reported by multiple users (6 learners, across two teams within agency X).

Affected users

(Who is affected or supported? Fo example: learners, admins, facilitators, authors, specific teams)

Provide names, roles, teams if appropriate. Provide User login/ID if applicable).

• Learners completing induction and L&D Administrators
• Cohort: April New Starters</p>

Troubleshooting and investigation already completed. 

(Actions already undertaken: List steps you or users have already taken, e.g. reset password, cleared cache, impersonation, testing in another browser. Results of actions: What changed or did not change after each action?)

Action: 

• Re enrolled affected learners
• Tested module using admin impersonation
• Confirmed module launches correctly
• Tested in Chrome and Edge browsers

Results of actions:

• Issue persists across users and browsers
• Module exits but does not pass completion status back to LMS

Evidence

(Screenshots or screen recordings: Attach or link if available. Error messages or logs: Exact error message(s): Error code(s), if any.)

• Screenshots: Learner transcript showing ‘In Progress’ after completion
• Screen recording: Attached (shows module completion and LMS return page)
• Error messages or logs:
  • No user visible error.
    • SCORM debug log attached (shows cmi.completion_status not updating)

Additional context

(Recent changes or updates: Releases, configuration changes, content updates. Theories or observations: Anything that may help diagnosis)

• The SCORM package was updated on 5 April 2026 to correct content text.
• No configuration changes were made to the course settings.
  • Issue began immediately after the content update.

Priority assessment

(rating and rationale)

4: High impact. Can use an interim measure for the next 24 hours. Manually updating learner records.