DLT 2 - Learning Module Accessibility Issues...

Crash!

I shall come out and say in advance that my module has not yet been implemented in such a thoroughgoing way  as to cater for all of the many impairments and disabilities from which people can suffer, although I am aware of quite a number of the issues.

That said, given the time available, I have tried to take into account what I can by supplying content in a variety of forms (text, images, video, etc, frequently simultaneously) to maximize an opportunity for various types of users to connect with the material.

Here are some of the areas taken into account (some are cross-demographic accessibility facilitations):

• For the visually impaired, there is plenty of audible content, and
• Images are usually provided with properly descriptive alt values
• Text and image-wise the page is enlargeable via the "control" plus "+" keys
• For the sake of variety and catering to different functional and perceptual conditions, the content is not all textual; extensive use has been made of video and imagery
• As stated, in many cases mixtures of auditory, text and visual or animated content has been used simultaneously to appeal to whatever senses are available (eg: a video with musical notation, explanatory text and audio)
• The content to some degree balances left and right-brained content; technical discussion is supplemented with more imaginative "how do you feel about it?" type content
• The module is specifically designed to allow as many interested parties to access ('get something out of') it as possible; the more elementary content, advanced students can skim through, while newer learners can find a way into the subject and are not obliged to do the assessments (or even activities, necessarily)
• Accessibility to teachers: the module is set up in such a way as to be employed very flexibly by educators in whatever context applies

A Note On Navigation

My page navigation has been designed in a specific, I hope justifiable and effective way. All of the links to other pages are deliberately not accessible all the time. The introduction, for example, has a single link ">>> On to part one" at the bottom of the page, making it less easy for the user to skip the introductory orientation and instructions. The introduction, however, once having been read, can be accessed from both the top and bottom of all the other pages.

In the same manner, you are steered away from browsing to part two before having completed part one - the link is at the bottom. The general idea is to get people to move through the module sequentially as a cumulative learning device; 'building' rather than jumping around. At the same time, everything you have already accessed is available on each subsequent page, top and bottom.