Operable: WCAG Principle #2
"User interface components and navigation must be operable."
Avoid Proprietary and Downloaded Files
"Ensure files can be opened on all devices and do not threaten user devices."
One of the most useful features of online classrooms is that ability to share materials with students. You can upload copies of articles, presentations, word processing documents, video, and other materials for students to study. As well-crafted as these materials might be, they are worthless if students cannot open them. For this reason, it is best to add materials in "universal formats" which can be opened by any user on any device, usually in their web browser. Not only does this ensure students can open the materials, it also reduces the risk to downloading malware and excessively large files. Similarly, instructors' devices are not threatened by downloading files created on students' devices.
- Word processing files:
- Export as PDF, then upload to Moodle (See a sample)
- Upload to Google Workspace, then link or embed (See a sample)
- Presentation files:
- Export as PDF, then upload to Moodle (See a sample)
- Upload to Google Workspace, then link or embed (See a sample)
- Presentation files with voiceover:
- Export as .mp4 then upload YouTube, embed that online video
Users Can Navigate Via Keyboard
"Make all functionality available from a keyboard."
Not all learners are able to use a mouse to navigate a screen. Some will use a switch and others will use a screen reader. All content should be accessible using just keyboard commands. The Canvas platform is already configured to meet this standard, however, if you embed third-party applications, there may be keyboard traps or functions that are not accessible. A keyboard trap will make it impossible for a keyboard user to navigate through the content.
- Check for to see if your classroom can be navigated via keyboard
Users Can Control Media
“Provide users enough time to read and use content.”
There are many reasons why students might require more time to use content and complete assignments. Use of assistive technology such as a screen reader, switch, or voice to text can add extra time to any task. Cognitive processing can also be affected by emotional or mental health or status or factors such as ADHD.
- Player controls are provide by default in YouTube videos
- By default PowerPoint slides are configured to advance on mouse click; avoid enabling automatic advance of slides
Avoid Flashing Content
“Do not design content in a way that is known to cause seizures or physical reactions.”
People with epilepsy or other photosensitive conditions can have life threatening reactions to rapidly flashing lights. The threshold for failure is anything that flashes more than three times in a second.
A simple best practice is to avoid any content that flashes repeatedly. If there is question about acceptability, remove the content from the course or slow down the animation/flashing. Moodle has no native features that create strobe lights or any flashing that could trigger a seizure.
Use Consistent Aids to Navigation
“Provide ways to help users navigate, find content, and determine where they are.”
People who use screen readers or keyboard functionality to navigate content benefit from consistent naming practices for page and element titling. This allows them to more quickly orient themselves and find information. Descriptive headings provide structure and a quick way for individuals to scan a page to find what they are looking for.
Use a descriptive and unique title for each page, module, assignment, discussion, and quiz. For repeated assignments, consider using dates, week numbers, or topics to differentiate between the elements, (e.g., Use “Weekly Quiz #1: Syllabus Review” instead of “Weekly Quiz” as a title).
Add Descriptive Text for Hyperlinks
"Use descriptive text for hyperlinks."
People who use screen readers and/or keyboards instead of a mouse to navigate through page content have difficulty discerning the purpose or destination of links that are not descriptive, such as “Click Here” or “This Link.” As they tab quickly through the links on a page, it should be quickly clear to them where each one leads. Multiple links with the same language on a page can be confusing and do not give any contextual information for where the link will lead. Likewise, spelling out full URLs, when the URL is not short and easy to remember, may make it difficult for the end user to discern the destination of the link, and may negatively affect the aesthetics of the Canvas page.
Ideally, the link should closely relate to the title of the page or header of the section that the link leads to. This helps users who use a screen reader to quickly find the correct tab.
- Some additional suggestions are on the "Working with Hyperlinks" page