Accessible e-learning and the ADDIE framework
It’s important not only to have accessibility guidelines and policies, but to also have e-learning development processes in place. This book chapter provides overview information about accessibility laws, the history of universal design for learning (UDL), and some of the goals and challenges of providing accessible e-learning, but where it really shines is in providing a list of processes within the ADDIE framework that can be modified to include accessibility measures.
This list of activities that should be modified to include accessibility measures comes directly from p. 275.
- Applicable accessibility standards, guidelines, and laws
- A well designed schedule that takes into account review and testing
- Delivery environment
- Required e-learning development tools or programming languages
- Accessibility testing approach and script
- Pedagogical approach
- Writing guidelines
- Interactivity options (UDL principles)
- Testing and assessment plan
- The content, including goals and objectives
- Content flow
- Accessibility approach, such as creating alternative text for graphics
- Specific programming details
- Clear directions to team members such as graphic designers and developers
- A review of the content for accessible information and pedagogy
- Automated and manual testing for the accessibility principles of perceivable, operable, understandable, and robustness. Sufficient techniques to meet each of the identified success criteria must be present. Additionally, other requirements such as the interoperability with assistive technology, access by users with disabilities, and accessibility of the system as a whole must also be evaluated.
- Use of assistive technology
- Live testers, with and without disabilities
- A review of the usability of the product
- A review of the cognitive presentation and flow of the content
Implementation and Evaluation phases:
- Updates and collection of feedback from learners.
(Irbe and Avila, 2015, p. 275).