Understanding and designing for �accessibility in E-Learning
Roisin Garvey
Dept. Technology Enhanced Learning, MTU
Session overview
This session will offer:
The importance of accessibility in E-learning
The basics of improving the digital accessibility of files and media.
Some examples of how to provide an inclusive E-learning environment.
Introduction
Digital Accessibility and Inclusive Learning Environments
Background
Designing E-learning content for a diverse learner group
Our learners include, but are not limited to:
Learners with disabilities, those returning to education, non-native speakers, learners with different educational or cultural backgrounds, learners with short-term injuries or illnesses, those learning at a distance…
Introduction
Why do we need inclusive/accessible
teaching and learning content?
Introduction
Digital accessibility is a legal requirement in many countries, with legislation generally based on
WCAG 2.1 AA standards (more on this later). These guidelines are now at 2.2.
Improving the accessibility of our digital content supports all learners and helps us to provide an inclusive learning environment.
How do we design for accessibility and inclusion?
Introduction
Instructional Design
User Experience (UX) Design
Universal Design
Universal Design for Instruction
Universal Design for Learning
User Experience (UX)
Image source: Interaction-design.org
Put the user’s needs at the forefront of the design process
UX shares many of the principles of instructional design and digital accessibility, including consistency, simplicity and usability
Good user experience design increases the effectiveness of learning experiences for all learners.
Universal Design
Image source: Medium.com
Developed at North Carolina State University as a set of principles for the design of usable, accessible and inclusive environments and products.
These principles help to ensure, for instance, flexibility in use, simplicity, tolerance for error, and low physical effort.
UD has since been adapted in a number of ways
Universal Design for Instruction
Aims to provide a framework for educators in designing instruction and assessment based on learning outcomes.
UDI offers nine principles, the seven original UD principles and two additional principles: community of learners and instructional climate (Scott, et al., 2001).
Universal Design for Learning
Image source: Medium.com
Offers a means of applying the principles of universal design to course design (CAST, 2018).
UDL’s framework includes nine guidelines under three key principles, aiming to provide learners with multiple means of engaging in the learning, multiple means of accessing the learning material and multiple means of demonstrating their learning.
The overarching principles of UD are crucial in increasing access to education for all learners.
POUR Principles
Image source: Straive.com | Information source: https://www.w3.org/TR/UNDERSTANDING-WCAG20/intro.html
Quick Activity
Choose two websites that you visit regularly
Think about any parts of the site that you find difficult to use
Go to: https://www.accessibilitychecker.org/
Paste the website URL into the accessibility checker
Take a look at the report that is generated
Some Examples of Accessibility Improvements
Practical Applications
Be mindful of common
accessibility issues
Documents
Documents
SCULPT Acronym
1. Structure
Use heading styles to structure your document. Don’t skip heading levels. Check your document structure using the navigation panel.
Documents
2. Colour
Ensure sufficient contrast between text and background colours. Avoid using colour as only way to highlight content.
Documents
https://www.tpgi.com/color-contrast-checker/
3. Use of Images
Provide alternative text to describe images, graphs, etc. in documents. Ensure to mark images as decorative if not important.
Documents
4. Links
Attach meaningful text to links to make them clearer to the reader. Avoid simply pasting a URL.
Documents
community.canvaslms.com
5. Plain Language
Ensure text is written in clear, simple language. Avoid unnecessary jargon or unexplained terms - you may consider providing a glossary.
Documents
6. Tables
Always identify table headers. Avoid using invisible tables, nested tables or merged cells.
Documents
Make use of available
tools and technologies
Documents
Make use of
available tools
Accessibility checkers in Microsoft and Adobe
LMS Accessibility Tools
Colour Contrast Checkers and other browser extensions
File conversion tools
Documents
Media
Provide multiple options for accessing digital media
Media
1. Captions
Include closed captions for video content to improve accessibility
Media
2. Transcripts
Provide alternative formats for audio and video content.
Media
3. Alt Text
Short, concise text is necessary for all images, including graphs, infographics, etc. unless the image is decorative
Media
4. Thumbnails
Choosing a custom thumbnail can help provide consistency in your media and can help students find relevant material
Media
Live Delivery and Online Learning
Online Learning
Live E-learning
Offer accessibility options during live sessions and for recordings
Live E-learning
Live Captions
Enable closed captions for live sessions
1. Captions
Live E-learning
2. Spotlight
Use the spotlight to keep a participant video visible at all times
Live E-learning
3. Focus mode
Help to remove distractions for your students by enabling focus mode during live classes
Live E-learning
4. Recording transcript
Remember to review and edit your auto-generated recording transcripts to improve accuracy and clarity.
Live E-learning
5. Recording highlights
Mark important points of a lecture or create chapters.
Live E-learning
6. Audio-only recording
Provide audio-only recordings as an alternative to your video recording.
Live E-learning
Remember: Live E-learning
Remember
Enable accessibility features
Offer recordings of your live session (incl. audio only option)
Edit the transcript to improve comprehension
Use meaningful titles or offer summaries
Consider potential issues with common features
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Live E-learning
The Online Environment
The Online Environment
Quick Activity 2
A look at on-demand course examples
A look at guided course examples
LMS / Online Environment
THRIVES Acronym
Guide students to the learning content
Canvas
1. Homepage
Canvas
A homepage can help to guide users and manage expectations
2. Syllabus
Canvas
A syllabus can help to provide module-specific information and focus attention to key details
3. Units
Canvas
Use headings and units to add structure and consistency. Update files to add meaningful titles.
4. Navigation
Canvas
Provide multiple ways of guiding users to the content. Remove any redundant links from the navigation.
5. Review content
Canvas
Make use of the tools available in your LMS to check accessibility and validate links
Foster a sense of community and support collaboration
Canvas
Groups
Canvas
Groups provide learners with a collaborative space to have conversations and share ideas
Remember: Online Environment
Canvas
Remember
Be mindful of common accessibility issues
Make use of available tools and technologies
Keep things simple in terms of layout and language
Ensure consistency in your environment
Remember to check the student view
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Accessibility�Statements
What are accessibility statements and why do we need them?
Accessibility Statements
Accessibility statements improve the user experience.
Including an accessibility statement is good practice.
They tell your users how your Elearning or website is accessible and where it is lacking.
This can reduce frustration and save a user’s time trying to access certain elements.
What to include in an accessibility statement
Accessibility Statements
How is this resource accessible?
What parts are not accessible (give a reason if you can)?
How your users can access the inaccessible content (is there an alternative or can you offer a tool that would help).
Contact information to report any issues.