Teaching and Learning - Accessibility Standards for Courses Using Digital Resources and Learning Tools

The article provides accessibility standards for digital resources used in university courses. It emphasizes the importance of ensuring that all students, including those with disabilities, have equivalent access to information and functionalities1. The article aims to assist in designing and delivering courses that are universally accessible, regardless of the Learning Management System (LMS) or platform utilized.

Background

The Universities of Wisconsin are responsible for creating a reasonably equitable and accessible learning environment for all people regardless of disability or constraint. This obligation is asserted by the following legal statutes and UW Board of Regent policies:

While UW-Milwaukee students may secure accommodations and assistance from the Accessibility Resource Center, all UWM employees are responsible for using accessible tools, and producing accessible content. The standard, and goal is for content to meet accessibility standards so students do not need to ask for accommodation. 

To help instructors achieve this goal, this article describes technical standards, and offers best practices so instructors can make their courses as accessible as possible before publishing.

Accessibility is not a destination, it is an ongoing iterative process. Meeting the technical standard and following best practices does not mean an accessibility concern won't present itself. But instructors who are aware of accessibility and who make a good faith effort to make their courses accessible will be in a far better position to address an accessibility concern, and will encounter concerns far less frequently.

Who is Responsible for Making Content Accessible?

As a consequence of the above listed policies and legal obligations, accessibility is an obligation everyone must strive to meet.

  • Instructors are responsible for ensuring the content they produce is accessible, regardless of the platform or tool.
  • UWM is responsible for providing tools which are accessible for students and instructors, and facilitating the production of content which is accessible.
  • UWM staff are responsible for producing accessible content in their line of work.
  • Third-party vendors (such as textbook publishers, lab tool vendors, courseware vendors, etc.) are responsible for making tools that are accessible, and are also responsible for empowering instructors and students to make their own content which is accessible.
  • This standard applies to all UWM activities (for-credit, Continuing Education, business operations, etc.) as the governing laws and policies do not include or exclude specific activities or audiences.

Accessibility Standards

  • Course materials, courseware, tools, and mobile applications and interactive activities must meet the WCAG 2.1 AA accessibility standard.
  • Any mobile applications and websites used must also meet the WCAG 2.1 AA accessibility standard.
  • UW System Digital Learning Environment tools are required to comply with the provisions of the American With Disabilities Act in-whole.
    Update June 24, 2024: legal agreements between the UW and vendors are being revised to require compliance with WCAG 2.1 AA. Should an agreement refer to an older standard, vendors must still meet WCAG 2.1 AA.

Getting Started

It is important for any accessibility concern to be resolved as quickly as possible. Instructors should not rely on the Accessibility Resource Center to make course materials accessible.

Designing Accessible Course Materials

Text Accessibility

Ensure all text materials meet the following guidelines:

  • Readable font: Use simple, clear fonts. Make sure text size is adjustable for different devices and viewing preferences.
    • In Canvas, avoid changing the default font of the page. Content produced using Rich Content Editor functionality meets this standard.
    • In third-party tools, use Ariel, Helvetica, Calibri, Aptos or other sans-serif fonts. Avoid overly decorative fonts.
  • Contrast: Make sure there's significant contrast between text and background color to assist those with visual impairments. Avoid color-coding information as it may not be visible to colorblind students. More info: Digital.gov - Is there enough contrast between text and its background color?
  • Use headings and structure: Use headings and subheadings consistently to structure your content. This makes it easier to navigate for students using screen readers.
    • Headings should be sequential. In Canvas, and in most other platforms, start with H2. The next subheading should be H3.
  • Avoid using text in images: Provide alternate text for images that add value to the document or page. Don't use images of words. If an image is purely decorative, denote the image as decorative or don't provide alternate text.
    • In Canvas, use features of the Rich Content Editor to make image alternate text accessible.
    • In third-party tools, vendors must provide accessible images unless you as the instructor are creating the image.
    • Do you need help writing alternate text? Some AI services like Copilot available to UWM students and staff can help with writing alternate text. Upload your image, then ask it: "Write an alternate text description for this image."
    • Sentiment and emotion are valid uses of images. If an image is intended to convey an emotion or invoke thought, share that information as part of alternate text.
  • Use icons thoughtfully: Do not convey meaning using an icon alone in favor of providing additional text to give the icon context or purpose.
  • Use table as-intended: Use tables for data, not layout.

Interactivity 

Any interactive element of a page or app, such as a link, a button, or other element the user is expected to use should meet these criteria:

  • Do make links with descriptive texts.
  • Don't make links that are exclusively a URL.
  • Don't make "click here" links exclusively. in favor of using a fully descriptive link. If the audience relies on "click here", modify the link to say "click here to...".
  • Do use consistent language and style for links, buttons, and other things.
  • Don't use unusual terms to describe common ideas or subjects.

Facilitate Navigation Using the Keyboard, the Mouse and Other Modes

  • Make your creations accessible using the keyboard: Use the TAB key, arrows, and keyboard shortcuts to interact with your content. If it is usable with the keyboard, it can be used with nearly any technology.
  • Be mindful of the mouse usability of your creations: When designing your own tools and tinkering with code, consider how people interact with the mouse.
    • Tie interactions to trigger on-release, not on-click.
    • Don't require a mouse button to be held down to access information.
    • Don't rely on hover to convey important information. If your student needs to use the hover text to understand what is happening, add additional text and description instead.
  • Create content that is touch-friendly: ensure your pages and apps use buttons, links, and navigation which is usable on touch devices.
    • Allow your content to be used by more than just a touch or a gesture.
    • When writing your own code, allow for zooming in and out using gestures and font size changes.

Audio and Visual Content Accessibility

For any audio or visual content:

  • Always provide subtitles and captions: Provide captions for all video content and transcripts for audio content. If possible, provide an audio description of important visuals in videos.
    • Always live caption Zoom and Teams meetings. Determine if an American Sign Language Interpreter is needed and request the interpreter before events. Edit captions after live events. (Captions do not need to be perfect but must allow people using captions to correctly understand the substance of the meeting.)
    • Videos uploaded to Kaltura My Media and MediaSpace are automatically captioned. Captions need to be reviewed and edited for accuracy to meet accessibility guidelines. See: Kaltura (Captioning) - Captioning Kaltura Videos.
    • Use content publishers and services which provide professionally captioned video.
    • When possible, select video sources and publishers which provide descriptive audio for videos.
    • Third party tools such as textbook publishers and online courseware should be professionally captioned by the vendor.
  • Describe visuals: Describe key visual elements verbally during lectures or in text for recorded content to assist students with visual impairments, and to increase student immersion.
  • Avoid auto-play: Allow students to start audio/visual content manually to avoid surprising those with sensory sensitivities.
  • Provide transcripts: While not necessary for video, transcripts can help make the video content more searchable. Transcripts are highly encouraged for audio-only presentations or information. See: How do I download transcripts of videos uploaded to My Media in Canvas

Layout and Fluid Design

When using columns, tables, or other visual elements in the layout of a web page, avoid fixed pixel values in-favor of percentages, relative sizes (small, medium, large, x-large, xx-large), and relative text sizes (rem's or em's). 

Consistent Structure

Create a consistent structure across your courses, and where possible, leverage consistent elements and wording in your program, department, or school/college. Consistency helps students navigate content more easily and reduces confusion, especially for those using screen readers.

While it is tempting to make colorful and creative designs for pages, going beyond what Canvas provides can be disorienting and harmful to students.

Allow Access Using Multiple Paths

To provide a positive user experience, don't assume students will access content using one link. Instead, provide links to resources from multiple places in your course. People conceptualize ideas differently. So increasing the number of places a link can be encountered will increase usability.

Communication and Interaction

Accessible Communication

For synchronous or asynchronous communication:

  • Transcriptions: Provide transcriptions of live discussions if possible.
  • Use plain language: Avoid jargon and complex language. If you have to use specific terminology, make sure it's well explained. Avoid idioms or provide alternate explanations. 

Accessible Assignments

When creating assignments:

  • Multiple formats: Allow assignments to be completed in multiple formats (e.g., written, video, audio, etc.) to provide flexibility.
  • Time flexibility: For online quizzes or exams, allow for flexibility in time limits to accommodate students who may need more time due to their disability. See: Canvas - Extending or Adjusting Quiz and Assignment Dates for a Student

Universal Design

Choice in Engagement

Give students a choice in how they engage with material. The more options they have, the more likely they are to find a method that suits their needs.

Respect for Diversity

Diversity includes not only different backgrounds and experiences but also different ways of accessing content. Design your course to respect and cater to this diversity.

Student Feedback

Always encourage student feedback regarding accessibility. They are the best resource for understanding specific needs and potential issues with your course's accessibility.

By implementing these guidelines, you will make your university-level course more accessible and inclusive, improving the learning experience for all students. Remember, accessibility isn't just about compliance with laws or regulations – it's about creating an environment where everyone can learn and contribute.

For Further Assistance

If you have questions on how to make your course more accessible, contact the CETL Support Commons.


Keywords:
legal obligations, instructor responsibility, accessibility standards, resources and tools, UDOIT, Canvas Rich Content Editor, WCAG 2.1 AA, ongoing iterative process, third-party vendors, UWM activities, Center for Excellence in Teaching and Learning, UDOIT Cloud Accessibility Tool, Canvas Community, self-paced training, Universal Design, ADA, disabilities, act, courseware, standards 
Doc ID:
129227
Owned by:
David D. in CETL
Created:
2023-06-21
Updated:
2024-12-04
Sites:
UW-Milwaukee Center for Excellence in Teaching and Learning