Creating Accessible eLearning: A Guide for Project Stakeholders

Accessible eLearning ensures learning materials are usable by everyone, regardless of disability or language. While seemingly complex, prioritizing accessibility from the outset is crucial for inclusivity and legal compliance. This guide focuses on key considerations for project stakeholders commissioning eLearning development.

Key Considerations:

• Accessibility is Paramount: Even a small number of learners with disabilities deserve equal access to learning resources. This impacts design, development, and budget.
• Increased Costs and Time: Building accessible eLearning requires more time and resources. This includes using accessibility checkers, screen reader testing, creating accurate transcripts and alt text, and managing file sizes.
• Retrofitting is Challenging: Converting existing non-accessible eLearning is often inefficient. Rebuilding from scratch using accessible authoring tools is frequently more effective.
• Proactive Approach: The most successful approach begins with a clear understanding of accessibility requirements, learner needs, and desired accessibility level (ideally WCAG 2.0 AA compliance). Always have an alternative access method ready for those who cannot use the primary eLearning.

Many governments mandate accessible online content. This isn't just about compliance; it's about reaching millions of potential learners with disabilities. Consider the impact on your organization's staff and the public who may rely on assistive technologies like screen readers.

Understanding eLearning:

eLearning delivers learning content digitally across various devices. It often includes videos, interactive elements, and assessments. The complexity of making it accessible depends on the type of content (soft skills, software training, action-based).

Cost and Time Implications:

Accessible eLearning inherently increases costs and timelines. Expect extra time for:

• Accessibility checks (e.g., WAVE tool)
• Screen reader testing
• Video transcriptions
• Detailed alt text for images
• File size optimization

Experienced vendors have established processes and trained personnel, significantly reducing these overheads.

Converting Non-Accessible Content:

Converting existing eLearning is rarely straightforward, especially Flash-based content. Rebuilding often proves more efficient. Consider potential access issues like drag-and-drop interactions or text embedded within images.

Accessibility Compliance and Legal Considerations:

While striving for full WCAG 2.0 AA compliance is ideal, it may not always be fully achievable. However, providing alternative learning methods (e.g., one-on-one training, transcripts) for those unable to access the primary eLearning fulfills legal obligations in many jurisdictions. Exemptions may exist for specific scenarios, such as training on inherently inaccessible software.

Selecting an eLearning Provider:

Choose providers demonstrating expertise in accessible eLearning. Request examples of their previous work, run HTML through accessibility checkers, and ask detailed questions about their processes and testing methods. Look for accreditations, testimonials, and evidence of staff training.

Checking Accessibility:

Post-development, verify accessibility using various methods:

• Manual checks (e.g., viewing with stylesheets disabled)
• Automated accessibility checkers (e.g., WAVE)
• Professional accessibility audits (for comprehensive assessment)

Summary:

Project stakeholders need not be accessibility experts, but they must ensure their chosen provider is. Ask questions, demand evidence, and prioritize experienced vendors. Always provide alternative learning methods and clearly communicate them to learners.

Key Terms:

• WCAG 2.0: Web Content Accessibility Guidelines, emphasizing perceivable, operable, understandable, and robust content (POUR).
• Level AA: A WCAG compliance level aiming for broad accessibility.

Further Resources:

• AccessibilityOz (http://ipnx.cn/link/1ef4c899cd6f0d5cae3a2ea3a91adc1c)

Frequently Asked Questions (FAQs): (These are already included in the original text and have been omitted here to avoid redundancy)

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