Guidelines for e-learning content

These guidelines should be read in conjunction with the guiding principles found in the 'Staff involved in e-learning' section of this website. In addition the guidelines and guiding principles are available for download as a single rtf document at the bottom of this page. 

Guidelines (Minimum Requirements)

Important: These guideines are currently draft only

The guidelines below are structured by the type of media available as e-content. JISC TechDis recognise that technology and pedagogical approaches change over time and a continual reassessment of the guidelines must be undertaken in the light of these changes. JISC TechDis encourage practitioners to provide examples of where they have used e-learning as a means of supporting disabled learners and where disabled learner have interacted with e-learning using assistive technologies (e.g. screen magnifiers or switch technologies).

JISC TechDis recognise that many of the media below are not used in isolation and are often mixed in order to provide the relevant pedagogical interactions. This does not negate the guidelines and JISC TechDis suggest that as far as possible each element of any pedagogical interaction follow the relevant guidelines.

In the guidelines JISC TechDis have provided some examples of interpretation, these are not exhaustive and are only provided as signposting. Further worked examples will be found in other sections of this website.

When using Text

Text is probably the most common format of e-content. When using text it is important that users have some element of control in how they use it.
Examples of complying with this guideline may include users being able to:

• Change the font.
• Change the size.
• Change the colour of both the text and the background. 
• Access meaning of text when formatting, such as bold or italics, is removed.
• Access the meaning of text transmitted in another format, such as an image.
• Access the data contained in a table in the way in which it was meant to be interpreted.

When using Numerical Information

Numerical information can in some circumstances provide significant barriers to a range of users. When using numerical information users should be able to have some element of control in the same way as they would expect with textual information. In addition new or unfamiliar mathematical symbols should be explained fully in a textual way. This will ensure that users who change the font or use different ways of interpreting text will be able to access the information.

Examples of complying with this guideline may include users being able to:

• Change the size of any numerical information.
• Change the colours of both the information and the background.
• Providing the numerical information in an alternative format, such as explaining symbols in text.
• Access the data contained in a table in the way in which it was meant to be interpreted.

When using Images

Images have the ability to greatly enhance the learning experience either in providing additional content or by enhancing the appearance of content. When using images as content it is important that learners are able to access the learning intended.

Examples of complying with this guideline may include users being able to:

• Access the image when it is magnified or scaled.
• Access a text or audio description of what the image signifies in respect to the intended learning.
• Understand the learning intended regardless of any information imparted by the use of form or colour

When using Diagrams / graphs

Diagrams and graphs have the capability of providing a good alternative to difficult to understand textual or numerical information, sometimes providing an accessibility solution. However, anyone using them within the context of e-learning content should be aware that they may be difficult to interpret for some disabled learners. When using diagrams or graphs it is important that learners are able to access the information intended.

Examples of complying with this guideline may include users being able to:

• Access descriptions of the diagram / graph. This may only be appropriate in some cases where simple descriptions can be given.
• Access an alternative format of the information. In some situations the diagrams or graphs may be too complex to be given a meaningful description, in this case it may be appropriate to provide an alternative format to the graph.
• Understand the learning intended regardless of any information imparted by the use of form or colour.

When using Audio

Audio information can provide a rich media for learning and provide a powerful accessibility solution. When using it as learning material accessibility barriers should be removed as far as possible. Audio content should have an alternative provided such as a transcript.

Examples of complying with this guideline may include users being able to:

• Access a transcript of the audio material.
• Access any intended learning outcomes inferred by the delivery of the audio. For example, a speech delivered by a public speaker may have tones and pitch designed to express irony, a transcript may not pick this nuance up.

When using Video

As with audio, video is both a rich media and powerful accessibility solution. When using it as learning material accessibility barriers should be removed as far as possible. Video should have a description of the content and the sense of any commentary should be provided in captions

Examples of complying with this guideline may include users being able to:

• Access the information within the video.
• Read synchronously on screen any commentary during the video.
• Access a description of any learning content that is intended.

When using Animation

Animations can enrich learning content by providing vibrancy and clarity to still diagrams, images or other visual information. This can be very powerful as a learning tool and an accessibility solution for some groups of users. Animation should always have the information being delivered available in alternative format.

Examples of complying with this guideline may include users being able to:

• Access the animation via an alternative format such as listening to a description or seeing each animated component in a 'cartoon strip' style.
• Access the animation when viewed at different scales.

Content Navigation

The design of content structure and navigation is fundamental to the accessibility of information. Users may access content in a number of ways including through access keys, tabbing through links or listening to the links being read out by a text to speech device. Navigation systems must account for the variety of ways in which users access the content structure. For example, hyperlinks should not use the same phrase to link to different destinations within the content, or be meaningless when taken out of context, such as 'Click Here' or 'Connect To'.

The content structure intended by the originator should be reflected in the design, no matter how the learner is accessing the information.

Navigation should be forgiving of errors and intuitive for all users.

When using Proprietary file formats

Many proprietary file formats have built in accessibility features, or have them available as add-ins. In addition many software packages produce material with accessibility barriers. When using these software packages it is important to understand both accessibility limitations of the material produced and how the accessibility features can be used to benefit learners.

Developers often create material in a proprietary file format to create the various pedagogical interactions required for learning, using the various elements above. As far as possible with the software being used, the guidelines above should be applied to the individual elements of the materials produced.

Developers should be aware that content developed and delivered in a proprietary format may be rendered inaccessible if the appropriate viewer is unavailable or unusable.

When Procuring, Commissioning or buying in experts

Many companies are now providing professional services for the development of e-learning content. Anyone involved in the process of acquiring e-content in this way should be familiar with the guidelines above and request that tenders or proposals for e-content map against them as a bare minimum.

If professional services are being acquired it is also reasonable to request that many other sets of standards and guidelines are adhered to depending on the content being developed.

JISC TechDis will provide further advice and guidance for anyone involved in procurement and commissioning, including:

• Advice on selecting appropriate standards and guidelines for inclusion in contracts.
• Methodologies for assessing whether or not contractual obligations have been met.

Download Guidelines