Accessible Course Architecture

It’s not too difficult to find general information (opens a new window) about how to make your online courses more accessible, but finding information on creating an accessible course architecture can be tough. We already know that all online courses must be easy to navigate. The course structure must be coherent and easy to understand. The modules must be logically sequenced with clear relationships between content modules, so that learners can understand how to progress through a course. Fortunately, the best practices in online course design (opens a new window) were created with accessibility and useability in mind, and it isn’t too difficult to ascertain what will make your course architecture accessible.

Syllabus Accessibility Statement

An accessibility statement signals to all learners that you include and welcome individual differences in learning, and that you value a diverse and inclusive learning environment. Learners know from the start that accommodations are included as a part of the course design and that they can communicate with you about these issues. It will also provide information about organizational/institutional procedures and resources that are available to help disabled students.

Course Organization and Layout

Your detailed syllabus is your course road map, so make sure that your course organization follows the syllabus as closely as possible. This will also ensure that your course progression is as accessible as possible to the learners identified in the audience analysis stage. If the course has several modules, be sure to organize each module in a similar way, so that students don’t have to re-learn new navigation or information layout for each new module. At the beginning of each module, create an ordered task list, including due dates. When grouping information under each topic, identify the topic-specific learning materials and the format for delivery.

When writing any and all course content, maintain a consistent tone, style, and vocabulary level. Create consistent patterns in the structure of learning activities. Establish a course schedule and timetable with due dates, synchronous sessions, virtual meetings, office hours, etc. When building the modules’ progression, chunk the information content into smaller segments and align your learning objectives to those chunks.

Navigation

How does a learner operate the buttons, links, multimedia content, and learning activities in a course? Simple, consistent navigation is a key consideration in course architecture because not everyone can use a traditional mouse. If the entire course can be navigated by only using the keyboard, your course will be accessible to the greatest number of learners. Test the keyboard navigability of your course with these three shortcuts:

• The TAB key navigates from one button or link to another.

• SHIFT + TAB goes back to the previous button or link.

• SPACEBAR, “enter” or “return” will activate that button or link.

Headings/Lists

Probably the most basic concern for course architecture involves structuring the text on the page. It’s always best to use the formatting tools in your LMS and authoring apps when structuring course content. The headings and styles functions will simplify the process of structuring the content. Make sure to use the headings in the proper order: Heading 1 for the title, Heading 2 for main sections, Heading 3 for sub-sections, etc. If you need to create a numbered or bulleted list, use the list creation buttons. You should only use the round bullets for unnumbered lists because they are the only bullets that can be seen by screen readers.

No Sensory-Dependent Content

Every online course has instructions and assessments, but they may not be accessible to all learners. When designing learning activities, eliminate any sensory-dependent instructions. For example, “click the red button to return home” is an inaccessible instruction because many learners are colorblind. Instead, use the accessible instruction, “Click the HOME button to return to the home page.”

Similarly, avoid creating activities and assessments that require learners to see or hear something to complete an assignment. For example, an activity where students analyze a visual image for which alt-text and a detailed description are also provided is still an inaccessible assignment because the learning experience will never be equitable for visually impaired learners. This will be an especially difficult undertaking for sensory-dependent subjects (music, the visual and performing arts, etc.) but it must still be done. Educators are legally bound by Section 508 and the WCAG to provide the highest level of accessibility possible, even for sensory-dependent subjects.

Appropriately Timed Assignments

Carefully consider the appropriate use of timed quizzes and activities in your course. Disabled learners may use assistive technology, and they may need more time than non-disabled learners do. If you want to use timed quizzes and activities consider options for students to request extended time on or re-take an activity or quiz when building your assessments. To determine if you are giving all learners enough time for an assignment, check out Rice University’s Course Workload Estimator (opens in new window).

Meaningful Hyperlinks

When embedding hyperlinks in your course, remember that hyperlinks must be meaningful. Inadequately described links won’t be read correctly by screen readers, whereas well-described links will increase accessibility for everyone. For more information on creating meaningful hyperlinks, go to WebAim’s Links and Hyperlinks article (opens in new window).