Accessible learning resources

• Ensure keyboard navigation for all content is accessible, that is, readers should be able to navigate the content using only the keyboard via keyboard shortcuts.
• Ensure tables are formatted for compatibility with screen readers.  For example, use simple and appropriate column and row labels, avoid merging cells, no nesting of tables within each other, use meaningful text. Screen readers use these headings to navigate and describe the table's content.
• Text that is hyperlinked should convey the function and purpose of the link. Hyperlink to text descriptive text that explains where or what the link leads to. Avoid hyperlinked text such as ‘click here’, ‘more about’, ‘read more’, using images as links, or having links adjacent to each other.
• Avoid excessive styling and utilize clear and descriptive headings, lists and paragraphs to organize your content effectively. Screen readers rely on these headings to navigate and understand the structure, so make sure to employ suitable HTML heading tags like H1, H2, H3, and so forth to establish a coherent hierarchy.
• Screen readers cannot interpret images on their own. Images should have descriptive alternative text (alt tags) to concisely explain the purpose or content of the image.
• If you have created document using Word, PDF, or PowerPoint, check and test the content with screen reader software to ensure they are accessible documents. Where possible, accompany the accessible document with a HTML version.[2]

Captions are text versions of the audio that appears on screen within a video.[3] Captions in videos enable individuals with hearing impairments to access the content, and also benefit individuals who prefer processing written information over audio.[4] UNE students have access to instant automatic closed captions and transcriptions.

Transcripts are separate text alternatives of the audio which are used for both audio and video assets. Pre-recorded audio content should have a transcript, preferably in HTML format or an accessible plain text document. Adding transcripts to videos increases the accessibility options for those using assistive technologies such as screen readers.[3]

It is recommended that information is not conveyed by colour alone so as to disadvantage those with colour blindness. For example, a link is not only identified by a different colour (usually blue), but also underlined.[5]

Try incorporating a variety of learning resources, such as videos, text documents, radio interviews and so on which can cater to different types of learners. Psychological research has demonstrated that working memory capacity is maximised by varying the modality of the input, such as visual and verbal stimuli.[6]

Some learners may be data poor and hence consider the file size, use of too many images, long videos, and animated graphics. Contributing factors are poor access to internet and digital devices, a situation which is heightened by the fact that UNE cohorts are predominantly online or regional. Ideally, resources provided should be able to be accessed even with low-bandwidth and downloaded to work on offline.[7]

Ensure the resources are print friendly as some learners prefer to print out the material. Avoid unnecessary background colour, images and graphics, and use accessible font types and sizes which is large enough to read but will not waste paper.

Font choice may vary depending on whether the document is print or digital. Tips include restricting the number of fonts in the document, e.g. Serif fonts such as Times New Roman are recommended for print material. San Serif fonts are recommended for digital documents, such as Arial and Veranda.[8]

Some learners may have low contrast sensitivity or maybe colour blind and hence content should have sufficient contrast between colours. Insufficient contrast between text and background can cause eye strain, headaches, and difficulty reading, making it inaccessible to those with vision impairments. You can test the contrast ratio using a colour contrast checker.[9]

Avoid using flashing content e.g. in videos, but if necessary, provide a warning. Do not use videos that have more than three flashes within a period of 1 second, as this can provoke seizures in some users with seizure disorders.[3]

You can check accessibility of:

• Microsoft Word, PowerPoint, and Excel files by selecting the 'Review' tab, select ‘Check Accessibility’ to open the Accessibility pane on the right of the document.
• PDF documents using the accessibility checker.

The Accessibility Toolkit, 2^nd edition includes a more detailed accessibility checklist.