Accessible digital learning

Published on: Author: Greg Alchin

Introduction

Modern learning and teaching involves both students and staff using a range of  digital tools, content and activities  to accomplish their educational goals. A quality benchmark to successfully integrating  online office tools such as 365 / GAFE. learning management systems or any online tool in a digital learning space is to ensure all users can perceive, understand, and operate the application to create and consume content. This ensures that all students (with or without a disability) can access and participate on the same basis right from the start.

Implementing inclusive digital strategies

To achieve this benchmark teachers need to:

  1. Understand that most modern operating systems used in modern digital devices include a core set of inbuilt accessibility features. The level of sophistication and quality of the features are constantly evolving and differs from system to system. This means that students can personalise their device to suit their learning needs. See Apple. Android and Windows accessibility pages for further information.
  2. Ensure that the online tools are usable by all students. If it is not, than either an alternative online tool should be selected or students provided with an option to use an alternative tool that provides equivalent functionality as well as the accessible features they require. See Web2Access for further support on this as well as the Accessibility support pages on major systems such as 365 / GAFE.
  3. Create and curate accessible content. This may involve modelling and explicating teaching of the creation of accessible content to students. A simplified rule of thumb for creating accessible content includes:
    • All text rich documents should use paragraph styles consistent
    • All images should have have an “alt – text’ or accessibility description.
    • All video and audio should be available in alternate formats such as
    • All content is presented clearly and logically

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