Introduction:

The best course of action is to be proactive and create an accessible course from the ground up. It is easier to create accessible documents and webpages than it is to retrofit them. The resources and checklists can help guide you through the process of creating an accessible course. 

Learner Expectations:

This module is also built for asynchronous participation, meaning you can complete the online pieces at any time. We estimate that completing the readings and activity in this module will take approximately 2 hours. 

Read and explore the following learning materials. They are in Moodle book format and are short and informative.

Be sure to become familiar with the following documents. They are found within the Creating Accessible Courses and Documents (book) information.

Module Completion:

To complete this module, the following activities must be finished with a score of "pass" or "complete":

  • 2.4 Activity: Using the Accessibility Checklist (forum)

OSCQR Standards related to accessibility:

Start using OSCQR in your course development process. It will be your main resource for learning about quality course design. While the list below looks daunting, it is meant to be viewed as a resource. Explore it by choosing one or two standards to review. Read about the standard and ways to incorporate it into your course. The supplemental videos showcase an instructor talking about the standard. 

Course Technology and Tools

15. [Accessible Technology] Any technology tools meet accessibility standards.

Design and Layout

18. [Contrast] There is enough contrast between text and background for the content to be easily viewed.
21.  [Text Formatting] Text is formatted with titles, headings, and other styles to enhance readability and improve the structure of the document.
22. [Blinking Text] Flashing and blinking text are avoided.
23. [Font and Size] A sans-serif font with a standard size of at least 12pt is used.
24.  [Tables for Layout] When possible, information is displayed in a linear format instead of as a table.
25. [Accessibility of Tables] Tables are accompanied by a title and summary description.
26. [Header Rows/Columns] Table header rows and columns are assigned.
27. [Slide Layout/Titles] Slideshows use a predefined slide layout and include unique slide titles.

Content and Activities

34. [Text Accessibility] Text content is available in an easily accessed format. All text content is readable by assistive technology, including PDF or any text contained in an image.
35. [Text Equivalents] Text equivalent for every non-text element is provided ("alt" tags, captions, transcriptions, etc.)
36. [Graphics/Images] Text, graphics, and images are understandable when viewed without color. The text should be used as a primary method for delivering information.
37. [Hyperlink Text] Hyperlink text is descriptive and makes sense when out of context (avoid using "click here").
48. [Assessment Accommodations] Learners are informed when a timed response is required. Proper lead time is provided to ensure there is an opportunity to prepare for the accommodation.


Last modified: Friday, 29 October 2021, 11:34 AM