Accessibility – A Learning Imperative

Sue McKnight, Director of Libraries and Knowledge Resources, Nottingham Trent University
Angela Trikić, Head, Educational Development Unit, Nottingham Trent University
John Baker, President & CEO, Desire2Learn Incorporated

Accessibility - A Learning Imperative (MS Word - 2596 KB)

Accessible online learning environments open new opportunities for students with disabilities to access mainstream learning resources and participate fully in learning experiences. This article describes the legislative, educational and social drivers behind the development of accessible eLearning strategies using Nottingham Trent University as a case study.

Accessibility and eLearning

Accessible virtual learning environments (VLEs) allow course materials to be offered in multiple formats and allow learners to access information at their own pace, from their own homes, using technologies suited to their particular needs. This opens learning opportunities that were previously difficult or impossible.


There are two overarching criteria for an accessible virtual learning environment:

• The platform itself must be navigable by individuals with a broad range of disabilities and interoperable with their assistive technologies. Ideally, it should use simple, end-user focused designs and appropriate page markup.
• The content that institutions and course instructors create must be clearly organised, interpretable by users with disabilities and interoperable with their assistive technologies, and capable of accommodating alternative time or resource needs.

Both perspectives have to be taken into account if the virtual learning environment is to be accessible. So much emphasis is placed on the technology platform being accessible; it can be easy to forget how important it is to support academic colleagues to create accessible content from the beginning, rather than approaching this when there is a request for an alternate format, or a complaint.

Evaluating Virtual Learning Environments

Selecting an accessible virtual learning environment need not be a daunting process. There are numerous organisations, such as JISC TechDIS and the High Tech Center Training Unit of the California Community Colleges that provide helpful advice. Universities, in the main, are often willing to share the content of tender specifications so that any new tender can take into account functionality that is normally requested in relation to accessibility issues. A brief summary of the main points to look out for are:

1. Overall accessibility of the VLE
   An ideal VLE allows students with disabilities to navigate and interact with the platform while focusing on course content. Accessibility should be built into the core architecture of the VLE and not addressed as an after-thought. This approach ensures that all users benefit from a flexible application that institutions can configure to meet their specific instructional needs.
2. Design of the instructional content inside the VLE
   When using authoring tools, course designers should be able to utilise options to make the work accessible so that students can use assistive computer technologies to access the information.
3. Innate capability of the VLE to support the creation of accessible content
   Content created inside the VLE should also be accessible. Ideally, the VLE should include tools to identify and correct potential content accessibility errors. It should also support alternative time limits on time-sensitive course content, such as quizzes.

Case Study: Nottingham Trent University

Nottingham Trent University (NTU) has a mission to deliver education and research that shapes lives and society. We aim to transform the learning and working environment to create an inspiring and innovative culture.

At NTU, we are committed to complying with the Special Educational Needs and Disability Act (SENDA) and Disability Equality Duty. We have an inclusive vision of eLearning and work to meet the needs of students and staff with disabilities.
We proactively ensure that all our users are equipped with a rich learning environment so they can focus on their learning and success.

Selecting Desire2Learn as NTU’s VLE

As with any major technology project, it was incumbent to establish a process by which the needs of the institution, academic staff and students could be clearly articulated and understood, and then used for decision-making related to a new VLE. The first step was to hold facilitated workshops for staff and students to identify how they would define a successful eLearning environment and to identify barriers to success. A small eLearning Project Team was established to facilitate the process. They were responsible for taking the data gathered from the workshops and turning it into an online survey that comprised a checklist of possible and desired functionality. Respondents to the online survey were asked to rate the importance of the functionality and to identify functionality that was missing from the checklist. Over 300 staff (approximately 30% of all staff) and 2000 students (approximately 10%) completed the survey. The functional checklist was turned into a tender document and the tender was advertised in the Official Journal of the European Union (OJEU). Accessibility was a key criterion in the tender document.

Expressions of interest were received from 39 organisations, including a number offering support for open source solutions. Each organisation was sent a Pre-Qualification Questionnaire (PQQ) to ascertain whether they could, broadly, offer what was needed at NTU. Ten organisations responded to the PQQ. The four short-listed suppliers were invited to demonstrate their systems. Each supplier had a day at which staff, representing the four Colleges, Information Systems, Libraries and Learning Resources and Student Support Services, were able to observe the various elements of functionality and report back on the suitability or otherwise of the suppliers’ systems. Student Support Services were asked to assess accessibility issues, in particular. Two vendors progressed to the next stage and there were site visits, reference checks and a period of four weeks during which the project team and interested staff and students could use the system in a hosted environment, but loaded with NTU data.

We built SENDA criteria into our tender (bid) process and explicitly listed the best practices that the VLE should facilitate, such as enabling students to change font size and color, using alternative text, not relying solely on visual representations for information, and interoperability with screen readers and other assistive technologies. Staff and students with disabilities were given opportunities to test the VLEs we were considering and their reports on the usability of the systems influenced our selection.

Some of the important accessibility compliance indicators considered were:

1. Compliance with the Special Educational Needs and Disability Act (SENDA) 2001, and to the Disability Equality Duty (DDA, 2005; Disability Equality Scheme, NTU, 2007)
2. Conformation with the World Wide Web Consortium's (W3C) Web Content Accessibility Guidelines, at least to priority 1
3. Implementation features to support staff in the creation of accessible material
4. Functionality that enabled an individual user profile to be created, stored and retained independent of the computer used
5. Evidence that developers and designers of the VLE are trained in the use of CETIS or IEEE Learning Technology Standards Committee Standards.

During the selection process, accessibility problems were evident in a number of VLEs. A lack of mature commitment was found amongst some VLE vendors. A strategic steer from the Steering Group provided a framework and context in which accessibility issues could be addressed and developed on an ongoing basis. Desire2Learn, a Canadian-based company, was chosen because of their demonstrated commitment to accessibility compliance and their willingness to work with NTU within this framework, representing an innovative approach to enhance the experience of all users of the VLE.

Implementation Framework

A Steering Committee, Consultative Group and Project Team were established to oversee the implementation of the new VLE. Accessibility issues were considered in all workstreams, but a special team of interested staff, from across the University, was established to test accessibility compliance. In addition, there was a separate Policy and Regulatory workstream that ensured that policies and business processes were reviewed in the light of the new VLE, and, of course, this included accessibility issues.


Figure 1: VLE Implementation Project Structure

With Desire2Learn’s engagement and agreement to act on findings, the Digital Media Access Group (DMAG), part of the University of Dundee, was commissioned to audit the accessibility of the VLE as part of accessibility acceptance testing. DMAG were required to consider:

• The e-environment (the VLE; also includes NTU University computer infrastructure);
• Access needs of students as users;
• Staff as authors of accessible material.

Steps to Improving Accessibility

In implementing its new VLE, NTU has developed an organisational approach to learning and teaching in which accessibility is embedded. The Accessibility Working Group, which includes interested academic, administrative and professional staff as well as colleagues who have disabilities, was established and it built on the experience gained in the VLE selection and testing processes. Although not formally aligned with any Academic Board committees, the Accessibility Working Group’s role was to draft policy and recommend good practice and raise awareness of staff about disability issues, especially in the virtual learning environment and the web. This includes embedding of good practice in VLE training and support materials as well as in current and future development work undertaken at programme or module level. The work of the Accessibility Working Group was discussed at the VLE Consultative Group and recommendations were taken forward to the VLE Steering Committee where, if necessary, the matters were referred to others who could agree and implement policy. One output included the adoption of the Accessibility of eLearning Materials Policy, which outlines the University’s commitment and aims.

The sustainability of the approach stems from adopting a realistic and accurate assessment of the VLE infrastructure, the commitment of the University to provide a policy and business process framework, a mechanism for supporting staff through training and professional development, and a service for offering student support and a student voice to participate in change.

Overtime, with the raising of the profile of accessibility issues, it has become apparent that there are numerous groups within the University interested in these matters, and there will probably be a ‘bringing together’ of interested parties to ensure a coherent and consistent approach to support all issues relating to accessibility, and not ‘just’ learning and teaching issues that are addressed by the existing Accessibility Working Group.

The interaction between NTU, Desire2Learn (as a vendor committed to improve the accessibility and general usability of its environment), and DMAG has served to augment the quality and dynamic of the work that has continued beyond the initial VLE project lifecycle. The result is that the University is in a good position to facilitate accessibility for all. Below is a diagram of the VLE Project structure and its links to accessibility testing, promotion and training.


Figure 2: Framework for Mainstreaming Accessibility

NTU believes in the importance of mainstreaming accessibility. We recognise that solving problems for people with disabilities solves problems for everyone and that accessible web design results in better solutions. We embed accessibility considerations in our eLearning strategy from course development and planning through to program evaluation.

Embedding Accessibility through Collaboration

NTU and Desire2Learn became partners in the implementation of the VLE. Below are some examples of what has been done at NTU, with Desire2Learn’s support.

1. Course Development and Planning
The Accessibility Working Group developed a generic workshop during the 2008-09 academic year that can be tailored to support accessibility training in context. NTU aims to include training on accessibility and copyright in its basic VLE training for all academic staff. NTU’s Education Development Unit supports academics in their development of courses and learning materials. We ensure that staff understand the importance of accessible, clear course designs and nourish a culture where enhancing accessibility is part of our best teaching practices.

2. Course Delivery and Support
It is our aspiration that everything in the VLE should be accessible. We have developed guidelines on creating accessible learning objects that meet the compliance requirements of the W3C. Our Academic Standards and Quality Handbook provides guidance to academic staff regarding assessment practices, especially online assessment, to make sure students with disabilities have equal opportunity from the outset.

We provide JAWS, an industry leading screen reader, free of charge to all visually impaired students. Our library system is resourced with a number of other assistive technologies, including: Texthelp speech feedback software to support dyslexic users; Inspirations software for mind mapping; and Zoomtext screen magnification software. Students with special needs are referred to the Libraries and Learning Resources Unit which provides specialist services if required. For example, students with mobility problems can request postal loans from our libraries so they don’t have to physically collect resources. NTU has a virtual library with online reference chat services so that remote library customers can speak online with library staff to address, amongst other things, accessibility issues.

3. Program Evaluation
At NTU we aim to build awareness of accessibility into our training and development processes so they become a part of academic best practices. We want staff to feel empowered and supported in developing accessible learning objects and to be aware of the accessibility features built into our VLE.

4. Compliance
Libraries and Learning Resources employs a Copyright Officer to help the University comply with intellectual property and copyright laws. Through a network of School-based contacts, the Copyright Officer helps to reinforce the message that compliance with accessibility regulations is also required. We conduct spot audits to check on awareness and compliance across the institution.

5. VLE Enhancement
The VLE reaps the benefit of annual upgrading that improves the accessibility of the environment. This is supported with documentation that assists staff in taking appropriate steps to create accessible course content. A significant step forward has been made in the Desire2Learn v8.4 release with options for customising User Preferences. The Appearance and Accessibility tab enables users to modify the font and size of text and is designed to afford adjustments that relate to different accessibility requirements. This will improve the navigability of the learning environment. As an issue raised during Nottingham Trent University’s procurement and selection process this is a welcome advance.

Users of assistive technologies are also helped with the option to open a secondary window, which overcome the problem of dialogs separated from the page of focus. The HTML editor, which saw improvement in the previous upgrade, now provides users with the option to turn it off and replace it with a text field.

There have also been improvements to page layout aimed at de-cluttering the design of pages that use widgets. The accessibility of tables has also benefited from design improvement.

As a complex learning environment, the University welcomes the opportunity to participate in the Desire2Learn Usability Community to continue the process of enhancement.

Lessons for Success

We have learned many lessons that have been fundamental to our stepwise progress towards creating an accessible eLearning environment. Institutions must involve people with disabilities and those who support people with disabilities in the procurement and implementation of technology. This inclusion ensures that proper attention is paid to accessibility and the process is truly representative of the real needs. This process also builds a culture that accessibility is part of the mainstream of the institution.

In parallel with this holistic process of consultation and engagement, institutions must establish institution-wide policies that provide the foundation for mainstreaming accessibility issues. At NTU, the policies are Accessibility of eLearning Materials Policy and Web Accessibility Policy. These policies support the University’s overarching Disability Equality Strategy.

A final consideration for success is sufficient training and support in place to help academic staff to comply with the policies. This can take the form of Guidelines for Accessible Learning Content; group, and one-on-one training on the authoring tool within D2L and other authoring tools to help equip academic staff with the necessary skills as well as awareness to create accessible content.

The Desire2Learn VLE has only been in place since September 2008 for the whole university community and therefore is in early days. But the task to ensure an accessible online learning environment is never over: new staff require training; upgrade to the Desire2Learn platform and other new technologies have to be tested; support and training materials must be updated to take into consideration any new accessibility features; adjustments made to policies and processes as legislation changes; improvements made as a result of feedback and formal evaluations; and constant liaison with Desire2Learn and its customer-based Accessibility User Group, of which NTU is an active member.

Promoting Good Practice

Members of the Accessibility User Group has been active in promoting accessibility to internal and external audiences. For instance, Trikić and Tindall (2008) presented that paper “Is Accessibility Accessible?” at a recent UCISA conference; and Trikić and Evett (2008) presented a poster on “A Sustainable University-wide Approach to Embedding Accessibility in eLearning Practice and Developments” at the ALTC in 2008.

Sue McKnight has recently been awarded a prestigious UK National Teaching Fellowship by the Higher Education Academy, and the award, in part, was based upon improving services to students. The citation quotes:
“Sue has a strong interest in promoting accessibility for disadvantaged students” Sally Olohan, head of NTU’s Student Support Services. “Sue’s decision to embed accessibility considerations at the very outset of the new Virtual Learning Environment (VLE) project was a model of best practice. Under her leadership, the process enabled our current students with disabilities, and the staff working with them, to highlight key usability issues with the supplier, which would have otherwise have only surfaced at the point of implementation. Her decision to involve an expert consultancy team in the audit process to undertake further investigation illustrates the strong commitment to ensuring high quality and ‘getting it right’ for the customer.”

This award has helped increase awareness of accessibility issues and supports the University’s marketing to potential students about providing them with Gold Standard Customer Service.

At NTU, we believe that an accessible learning management system is an integral part of our overall eLearning strategy, and not just for people with disabilities. Accessible eLearning should be normalised. We are building it into our teaching and learning approach so that it is main stream and contributes to an enriched and innovative learning experience for all students.

References, sources and other supporting documents

Free information on the Disability Discrimination Act can be obtained by contacting the Disability Rights Commission Helpline on 0845 762 2633 (minicom 020 7211 4037).

JISC TechDIS: http://www.techdis.ac.uk/index.php?p=1

Nottingham Trent University (2007) Disability Equality Scheme http://www2.ntu.ac.uk/eqo/NottinghamTrentUniversityDisabilityEqualityScheme.doc

Trikić, A. and Evett, L. (2008) A Sustainable University-wide Approach to Embedding Accessibility in eLearning Practice and Developments (http://alt.conference-services.net/reports/template/onetextabstract.xml?xsl=template/ALTtextabstract.xsl&conferenceID=1272&abstractID=228777)

Trikić, A. and Tindall, S. (2008) “Is Accessibility Accessible?” (http://www.ucisa.ac.uk/groups/exec/Events/2008/managersforum1/programme.aspx#tindall)

U.K. Disability Discrimination Act, (2005), HMSO, ISBN 0 10 541105 1,
http://www.opsi.gov.uk/acts/acts2005/20050013.htm

U.K. Disability Equality Duty (2006) http://www.direct.gov.uk/en/DisabledPeople/RightsAndObligations/DisabilityRights/DG_10038105

Since December 2006 there has been a legal duty on all public sector organisations to promote equality of opportunity for disabled people.

U.K. Special Educational Needs and Disability Act 2001 http://www.opsi.gov.uk/acts/acts2001/ukpga_20010010_en_1 which forms part of the Disability Discrimination Act 1995

W3C (n.d.) Checklist of Checkpoints for Web Content Accessibility Guidelines 1.0 http://www.w3.org/TR/WAI-WEBCONTENT/full-checklist.html

W3C (n.d.) Web Content Accessibility Guidelines 1.0 – http://www.w3.org/TR/WAI-WEBCONTENT/