Text that Shines!

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Accessibility Best Practices for Online Content

Well, here we are! Congratulate yourself for rising to the challenge. In this challenge, we will look at creating accessible text. We'll also sneak in some general information about guidelines for an accessible course. (Sneaky, aren't we?!) We'll cover two topics: the technical side and the pedagogical approach. 

Directions

1. Read the 20 Tips for Teaching an Accessible Online Course [below]. Do not spend more than 10 minutes on the tips. Set a timer if you need to! You're just briefing them. You can take a deeper dive later.
   
2. Next, go to the Text that Shines Forum and complete the short activity. No grades, just pure information and learning going on here. Remember, participating in the forum enters you into the drawing for teacher tech toys and maybe even chocolate.
   

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On your mark, get ready, get set, grab a cup of coffee, and go!

These tips apply to both synchronous and asynchronous teaching. The list comes from DOIT (Disabilities, Opportunities, Internetworking, and Technology) at the University of Washington.* Following each tip you'll see a comment from ID Services (IDS). This information is contained within the open/close brackets [ID Services comment]. Following all of the links would take well over 20 minutes. For now, just read through the list and go to the forum activity. We will help you, I promise. Bookmark items you might find of interest. And, you can always come back to the Inclusion Games: An Accessibility Challenge. We will keep it open for future reference. You'll probably be surprised at how many of these standards you already know about and use!

20 Tips for Teaching an Accessible Online Course

1. Use clear, consistent layouts, navigation, and organization schemes to present content. Keep paragraphs short and avoid flashing content.
   [IDS: Declutter your Moodle course and prepare for the release of Moodle 4.0! Here are some quick fixes from Moodle.com on how to streamline your course design that will work in both Moodle 3.11 and Moodle 4.0, Get started now!]
   
   
2. Use descriptive wording for hyperlink text (e.g., “DO-IT website” rather than “click here”).
   [You knew this, right? Did you complete Challenge 2: Link Up for Accessibility: Creating Accessible Links in Moodle Courses? There's still time.
    
3. Use a text-based format and structure headings, lists, and tables using style and formatting features within your Learning Management System (LMS) and content creation software, such as Microsoft Word, and PowerPoint and Adobe InDesign and Acrobat; use built-in page layouts where applicable.
   [IDS: We will look at these in the Text that Shines Forum activity.]
   
   
4. Avoid creating PDF documents. Post most instructor-created content within LMS content pages (i.e., in HTML) and, if a PDF is desired, link to it only as a secondary source of the information.
   [IDS: Ouch, I feel your pain but it's true. Most PDFs are not accessible because the original document was not accessible. We will, however, bend the rules in Challenge 6: Grackle Your Docs: Simplifying Accessibility for Online Content]
   
   
5. Provide concise text descriptions of any content presented within images (text descriptions web resource).
   [IDS: Dare I say another challenge? Challenge 3: Picture Perfect Learning: Mastering Images for Inclusive Online Learning]
   
   
6. Use large, bold, sans serif fonts on uncluttered pages with plain backgrounds.
   [IDS: LOL we've got you covered: Challenge 1: Font-tastic Accessibility: Making Digital Text Universally Readable]
   
   
7. Use color combinations that are high contrast and can be distinguished by those who are colorblind (color contrast web resource). Do not use color alone to convey meaning.
   [IDS: Wash, rinse, repeat... Challenge 1: Font-tastic Accessibility: Making Digital Text Universally Readable]
   
   
8. Caption videos and transcribe audio content.
   [IDS: Coming soon to a Moodle page near you: Challenge 5: Lights, Camera, Accessibility: Closed Captioning for Videos. Also, the ATC can close caption your videos. Some restrictions may apply.]
   
   
9. Don’t overburden students with learning to operate a large number of technology products unless they are related to the topic of the course; use asynchronous tools; make sure IT used requires the use of the keyboard alone and otherwise employs accessible design practices.
   [IDS: Contact IDS for more information on scaffolding technology in Moodle.email:  idservices@lanecc.edu] 

Just breathe... 

Eleven tips for inclusive pedagogy follow; many are particularly beneficial for students who are neurodiverse (e.g., those on the autism spectrum or who have learning disabilities). Consult Equal Access: Universal Design of Instruction for more guidance.

10. Recommend videos and written materials to students where they can gain technical skills needed for course participation.
11. Provide multiple ways for students to learn (e.g., use a combination of text, video, audio, and/or image; speak aloud all content presented on slides in synchronous presentations and then record them for later viewing).
12. Provide multiple ways to communicate and collaborate that are accessible to individuals with a variety of disabilities.
13. Provide multiple ways for students to demonstrate what they have learned (e.g., different types of test items, portfolios, presentations, single-topic discussions).
14. Address a wide range of language skills as you write content (e.g., use plain English, spell out acronyms, define terms, avoid or define jargon).
15. Make instructions and expectations clear for activities, projects, discussions and readings.
16. Make examples and assignments relevant to learners with a wide variety of interests and backgrounds.
17. Offer outlines and other scaffolding tools and share tips that might help students learn.
18. Provide adequate opportunities to practice.
19. Allow adequate time for activities, projects, and tests (e.g., give details of all project assignments at the beginning of the course).
20. Provide feedback on project parts and offer corrective opportunities.

To complete the challenge

Participate in the Text that Shines Forum. Directions are included in the forum. Keep going!