Click here to download a printable/accessible version of this guide (MS Word format)

When developing online content for teaching and learning it is essential that the content be presented in such a way as to make it as accessible as possible to persons with disabilities and learning differences.

In some cases, persons with identified learning differences will have access to assistive technologies for engaging with online content. They may also be versed in how to set their web browser in order to accommodate their needs. Nevertheless, there are some steps that should be considered when presenting teaching and learning content online to ensure that the accessibility of the content is maximised.

This Web Accessibility Quickguide offers a basic overview of ways in which you can make your online teaching and learning content accessible – with a particular focus on the use of digital media (images, audio, video and animation). The guidelines are based on the minimum recommended requirements (Level AA) of the Web Content Accessibility Guidelines (WCAG) 2.1, which cover a wide range of recommendations for making Web content accessible.

Click here for more detailed information about WCAG 2.1.


Accessibility when using digital media

Requirement: All non-text content such as images, audio and video/animation should have a text alternative.

Images

If you are using images in your online teaching and learning materials you should ensure that the images are tagged with text information – usually a title and a description (sometimes called Alt text). This text information can then be read by a screen reader for the visually impaired. It is important that the information clearly describes what the image shows.

A LearningZone example

When embedding and image in a LearningZone page add an image description (alternative text).

alternative text options

A non-LearningZone example

In this instance, text information about the image has been added where appropriate.

wordpress image alt text

Audio

If you are using audio recordings in your online teaching and learning materials:

1. You should include a downloadable transcript of the audio (MS word format).

2. Ensure that there are controls by which the user can pause the playback.

3. Ensure that there is a volume control.

For example

audio controls

Most online audio playback plugins have default pause/play controls and volume controls.

Video

If you are using videos or animations in your online teaching and learning materials:

At DMU there is no requirement for academic members of staff to add captions to DMU Replay recordings. There is a captioning service provided by DMU for any student who requires video captioning – it is the responsibility of the individual student to request captions via the DMU Disability Service. Click here for more info.

Where possible, all non-web-based videos/animations should be uploaded to DMU Replay and shared with students via DMU Replay in the appropriate module on LearningZone (this will ensure that any student who requires captions will receive a captioned version of the video/animation).

Where it is not possible to share a video/animation with students via DMU Replay. To meet accessibility requirements:

1. The video/animation must contain closed captions.

2. A transcript of the closed captions must be available in a downloadable format (MS word).

3. Ensure that there are controls by which the user can pause the playback.

4. Ensure that there is a volume control.

For example

video playback controls

Most online video playback plugins have default pause/play controls and volume controls.

Other considerations when using time-based media (audio or video/animation)

  • If your audio or video contains spoken text with background music – ensure that the background music can be muted separately to the spoken text, or that the background music is at least 20db below the level of the spoken text.

In this example the background music is too loud making the spoken text difficult to understand

In this example the background music has been reduced to 20db below the level of the spoken text

  • Be mindful of not using video for teaching and learning in such a way that makes it difficult for a visually impaired person to achieve the same learning outcomes (as a non-visually impaired student) just by listing to the audio soundtrack of the video.

Other general recommendations and guidelines

Text requirements

For example – avoid this:

The use of red text in the following paragraph indicates the key themes. The use of green text indicates the key argument.

Etiam sit amet ornare arcu. Praesent eleifend neque orci, id consectetur augue viverra ut. Mauris dictum lectus augue, a consectetur metus ornare nec. Maecenas tempor est in libero ultrices, ac pretium erat porttitor. Sed vulputate nibh dapibus vehicula finibus. Maecenas tincidunt lorem tortor, eget vulputate nisl gravida eget. Fusce id interdum odio. Vestibulum pellentesque vitae tellus ac faucibus. Donec sit amet ipsum quam. Integer dapibus ornare purus, aliquet efficitur massa cursus eu. Sed lacinia varius egestas. Nunc tincidunt ornare consectetur. Praesent sed purus iaculis, porta neque in, scelerisque nisi.

  • Avoid the use of coloured text and coloured backgrounds.

For example:

Etiam sit amet ornare arcu. Praesent eleifend neque orci, id consectetur augue viverra ut. Mauris dictum lectus augue, a consectetur metus ornare nec. Maecenas tempor est in libero ultrices, ac pretium erat porttitor. Sed vulputate nibh dapibus vehicula finibus. Maecenas tincidunt lorem tortor, eget vulputate nisl gravida eget. Fusce id interdum odio. Vestibulum pellentesque vitae tellus ac faucibus. Donec sit amet ipsum quam. Integer dapibus ornare purus, aliquet efficitur massa cursus eu. Sed lacinia varius egestas. Nunc tincidunt ornare consectetur. Praesent sed purus iaculis, porta neque in, scelerisque nisi.

Always try to use black and white, or hues of black and white (e.g. dark grey/light grey) for text and text backgrounds.

  • Ensure that any web pages on which you are presenting content can be changed via the web browser such as:
    • altering the contrast, brightness and background colour.
    • text can be re-sized/zoomed.
  • Do not design content in a way that is known to cause seizures. In particular the use of content that flashes. As a recommendation, web pages should not contain anything that flashes more than three times in one second.

 

Hyperlinks


General accessibility information concerning LearningZone

LearningZone is configured in such a way as to present its basic content in an accessible format.

However, one thing to be aware of is when using YouTube videos in a LearningZone page, as there is no transcript or subtitles automatically provided with the video.

YouTube does have an automated subtitling system that can be activated by toggling the Subtitles/CC button when viewing the video in the YouTube site.

toggle youtube captions

importantBe aware that the automated subtitling in YouTube is not always 100% accurate. Some YouTube videos have manually added accurate subtitles, whereas others haven’t and have left it up to the automated system.

A brief note about online assessments

If you are using summative or formative online tests or quizzes which include images, video, animation or audio, you must ensure that any questions that include such content can be presented in an accessible and inclusive format. No particular student(s) should be advantaged or disadvantaged in their ability to access and complete the test to the best of their ability. This may require creating an alternate test for any students on your module who have an identified learning difference. Academic staff are advised to consult with their Faculty Disability Team if there are students on their module with identified learning differences that may require alternate assessment formats.


This document has been created in reference to the Web Content Accessibility Guidelines (WCAG) 2.1