Final Reflection

Completing this accessibility-focused instructional design project was a deeply meaningful learning experience. My most significant takeaway was gaining a comprehensive understanding of digital accessibility,not only as a technical requirement, but as an essential component of inclusive learning design. Through research, guided practice, and hands-on remediation tasks, I developed stronger expertise in accessibility standards, WCAG 2.1 level AA, and the tools necessary to support accessible content creation across campus.

Throughout the semester, my knowledge, skills, and confidence as an instructional designer expanded significantly. I became much more proficient with Articulate 360, Storyline, and accessibility remediation tools such as Adobe Acrobat, Ally, and Microsoft 365 applications. What began as a conceptual idea evolved into a fully structured training module grounded in evidence, clear learning outcomes, and real-world usability.

My initial design ideas changed once I completed the Trend Scan and usability-focused research. I originally imagined a simpler module, but the data showed that learners needed more scaffolding, clearer examples, and guided practice. This insight led me to integrate interactive accessibility demonstrations, practice files, and step-by-step remediation activities aligned with authentic Information Technology and Security  tasks.

I faced challenges related to balancing technical content with cognitive load, ensuring accessibility while teaching accessibility, and structuring content for a diverse audience with different levels of prior knowledge. I overcame these challenges through iterative design, peer feedback, and aligning every decision with ADDIE model.

Ultimately, this project strengthened my ability to create accessible, evidence-informed, and user-centered learning experiences, skills that will directly impact my future work in academic and professional instructional design contexts.

Recomendations

1. Expand the Module With Advanced Accessibility Scenarios

This recommendation encourages expanding the module to include more complex accessibility remediation tasks, such as WCAG 2.1 Level AA requirements on focus appearance, dragging alternatives, and minimum target sizes. The purpose is to give learners deeper, hands-on practice using authentic university documents, which strengthens real-world problem-solving skills. This aligns with evidence showing learners were highly engaged when performing practical remediation tasks, consistent with experiential learning research (Kolb, 2015).

2. Integrate Generative AI for Accessibility Support

This recommendation proposes integrating AI tools, such as Microsoft Copilot, Adobe Firefly, or Gemini to assist with generating alt text, cleaning documents, and simplifying complex content. AI can support accuracy and reduce repetitive tasks, improving workflow efficiency. The Trend Scan indicated a rapid rise in AI-assisted accessibility practices in higher education, reflecting broader research on AI’s role in instructional support (Popenici & Kerr, 2017).

3. Add a Mobile-First Microlearning Version

This recommendation suggests creating short, mobile-friendly microlearning lessons focused on key accessibility skills like alt text, reading order, headings, and contrast. These bite-sized modules support just-in-time learning for ITS interns who often need quick refreshers while completing accessibility tickets. Research consistently shows that microlearning improves retention and performance support in workplace training (Hug, 2016).

4. Create a Master Accessibility Checklist and Workflow

This recommendation focuses on developing a standardized checklist and step-by-step workflow for remediating PDFs, Word files, and PowerPoints. Providing a consistent set of procedures helps interns work more accurately and efficiently while reducing errors. This is supported by usability findings showing learners wanted a practical reference guide, in line with documentation best practices in instructional design (Clark & Mayer, 2022).

5. Add Embedded Formative Assessments

This recommendation advises adding more formative assessments, such as quizzes and scenario-based checks, throughout the module to strengthen metacognition and reinforce skill mastery. Learners expressed interest in additional opportunities to self-check their understanding, which aligns with research emphasizing formative assessment as a key contributor to learning effectiveness (Black & Wiliam, 2009).

6. Scale the Module to Other Campus Departments

This recommendation proposes adapting the module for faculty, staff, and student workers outside of ITS, emphasizing that accessibility is a shared responsibility across the institution. Expanding access would support campus-wide digital equity and align with research indicating that institution-wide accessibility training is essential for sustainable compliance and inclusive learning environments.

7. Plan for Continuous Updates and WCAG Alignment

This recommendation suggests establishing an annual review cycle to update training materials to match new WCAG releases, LMS updates, and changing workflows. Since accessibility standards evolve rapidly, consistent updates ensure that the training remains accurate, compliant, and relevant. WCAG 2.1 Level AA changes illustrate the importance of maintaining long-term improvement cycles.

The following illustrations, captured from the course, exemplify the practical implementation of the suggestions we recommended. They reflect how the proposed strategies were integrated into the learning experience, showcasing hands-on applications of accessibility principles, formative assessment techniques, and workflow enhancements designed to foster inclusive, equitable, and effective learning. Together, they demonstrate a clear translation of our recommendations into actionable course elements. 

References

1. Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.

2. Clark, R. C., & Mayer, R. E. (2022). E-learning and the science of instruction (5th ed.). Wiley.

3. Hug, T. (2016). Microlearning: A strategy for ongoing professional development. Springer.

4. Kolb, D. (2015). Experiential learning: Experience as the source of learning and development. Pearson.

5. Popenici, S. A. D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1), 1–13.