Making your Unilearn module more accessible

 

Tip 1: Think carefully about the text content you provide

Don't use big block of italic text as this can appear 'wobbly' for some and therefore difficult to read, also ensure your text is left justified.

Don't use animation on your text or large paragraphs with capital letters as students with dyslexia use the shape of the letters and words to help with work recognition.

Simularly do not use underlining unless the text is a hyperlink, as this can be confusing for any reader.

Use accessible friendly fonts, sans serif fonts are best, such as Calibri, Arial and Verdana.

Avoid colours that contrast too much

 

Tip 2: Provide Word files rather than PDF files

This is so students can modify the fonts, the size of the text and also the text and background colour to suit their need.

 

Tip 3: Make your documents accessible

Make sure your documents are uploaded in the correct area and are clearly labelled so that students can access these anywhere.

 

Tip 4: Use Word styles

The Microsoft Word styles allow you to clearly structure your document and users can easily jump to each section, without scrolling through the document.

 

Tip 5: Provide learning materials in advance

Provide lecture notes and practical information prior to the session where possible so students can familiarise themselves with any new terminology and prepare themselves.

Split the module up into clear sections, with structured folders that state clearly what is going to be included so students can find the content they need easily.

 

Tip 6: Don't provide too many links

Avoid using lots of links on a single page, as students using screen readers will become frustrated and confused, also this is the same for documents.

Avoid using links that say "Click here for further information", alternatively state what the webpage is about such as "How to use CSS to style a webpage".

 

Tip 7: Be cautious with your use of tables

Sighted users can visually scan a table and make quick visual associations between the data in the table, however someone who cannot see the table cannot make these visual associations, therefore they use a screen reader.

Screen readers read from top left to bottom right so the heads and data needs to be written clearly and not simplified down.

Make sure the tables have a meaningful title, and do not just use tables to position things. 

 

Tip 8: Provide alternative formats

Accommodations make it possible for a student with a disability to learn the material presented without interferance because of their disability.

Alternative learning resources:

  • Video
  • Audio
  • Lecture Capture
  • Large Print format

Simularly all assessments should measure student achievment on the grade level.

Alternative assessment formats may include:

  • Audio submission
  • Video submission
  • Portfolio of work
  • Presentation
  • Blogs/Wikis

 

Tip 9: Use subtitles for videos

Upload a transcript or provide subtitles for your video, as this is useful for users in the library or areas where they cannot hear the sound.

 

Tip 10: Think about your use of images

Use images with care and label them with appropriate alt text for screen readers.

 

If you have any feedback, suggestions for improvement or spot any errors on this page, please email further details to: ipark@hud.ac.uk, thank you.