Articulate Storyline 360 Accessibility: Creating 508 Compliant eLearning

• Examine basic principles of e-learning accessibility 

• • • Accessibility guidelines and laws (WCAG 2.0/2.1, Section 508)
    • The Storyline 360 Voluntary Product Accessibility Template® (VPAT®): What it is, if you need it, where to get it, and how to fill it out
    • Overview of e-learning accessibility
    • General best practices for e-learning accessibility
    • Getting help from the Storyline community and the accessibility community 

• Implement keyboard navigation to accommodate people with mobility disabilities

• • • Explore the definition of keyboard accessibility
    • Test that every activity, object, and meaningful element is keyboard accessible
    • Provide alternatives for mouse-only interactions
    • Choose keyboard-friendly question types in quizzes
    • Provide a keyboard alternative for information provided with hover states
    • How to use markers to provide help or information on slides

• Design considerations for people with visual disabilities

• • • Examine visual and cognitive disabilities including blindness, partial vision, color blindness, and cognitive disabilities such as learning disabilities
    • How people with visual disabilities can use e-learning
    • Examine color contrast and use of color on slides
    • Consider image, graphic, and color choices to accommodate people with color blindness
    • Introduction to screen readers (NVDA and JAWS)
    • Apply alternate text for images, characters, objects, and grouped objects
    • How to create meaningful, appropriate alternate text
    • Hide images and objects from a screen reader
    • Provide additional information for the screen-reader user by adding alternate text and customizing labels to provide additional information for the screen-reader user
    • Customize the focus order for screen-reader users, including considerations for content type, columns, and matching visual placement

• Design considerations for people with hearing disabilities

• • • Narration or optional narration to provide an audio alternative for on-screen text
    • Control narration on slide layers
    • Ways to accommodate screen-reader users when your e-learning course has narration

• Create configurable and highly-usable course navigation

• • • Examine the accessibility components of the built-in Player
    • Allow learners to skip repetitive Player navigation elements
    • Disabling skip navigation
    • Skip or turn off persistent navigation
    • Assigning hotkeys to navigation
    • Increase the Player font size
    • Contrast considerations in the Player
    • Accessibility considerations for custom Player navigation controls
    • Examine the Accessibility Settings menu in the Player
    • Use modern text and variables to give learners accessible text options
    • Allow learners to personalize their course features, including providing access to the Accessibility controls and allowing learners to control Zoom 
    • Use Triggers for branching to provide alternate user experiences 
    • Adjusting focus color for focused elements
    • Use keyboard shortcuts to toggle commonly-used Player controls, including closed captions and muting audio

• Make media and animations accessible

• • • Add closed captions to audio and video
    • Considerations when using demo videos
    • Consider whether to time objects or captions to audio or video tracks
    • Provide text-based alternatives for animations
    • Configure video options for auto-play
    • Provide transcripts for audio and/or video
    • Use the Notes panel for transcripts or additional information
    • Provide accessible alternatives to video-based content such as video descriptions

• Consider accessibility options for software training

• • • Create task-oriented slides that work with a keyboard
    • Provide instructions for completing tasks using a keyboard
    • Explore using highly descriptive alt text and textual labels
    • Use audio narration to provide additional descriptions, instructions, and context
    • Provide adequate text equivalents, which might be more than a transcript would provide

• Additional accessibility tips and guidance

• • • Make form fields accessible, including labels, placeholder text, and instructions
    • Adjust content order for images and text for clarity
    • Using tables effectively for accessibility 
    • How and why to avoid using content that requires scrolling
    • Why you shouldn’t publish to Flash
    • Adjusting or eliminating timed tests to comply with accessibility laws and guidance
    • Identifying the course language
    • Provide instructions and help to learners 

• Streamline accessible e-learning development

• • Working with themes and styles effectively
  • Create custom themes with accessibility in mind, such as choosing high-contrast colors and appropriate font families
  • Develop and use accessible templates

Disclaimer: All course objectives and outlines are used as a guideline and are subject to change to ensure the latest information is covered to support real world use of the technology.

• Examine basic principles of e-learning accessibility 

• • • Accessibility guidelines and laws (WCAG 2.0/2.1, Section 508)
    • The Storyline 360 Voluntary Product Accessibility Template® (VPAT®): What it is, if you need it, where to get it, and how to fill it out
    • Overview of e-learning accessibility
    • General best practices for e-learning accessibility
    • Getting help from the Storyline community and the accessibility community 

• Implement keyboard navigation to accommodate people with mobility disabilities

• • • Explore the definition of keyboard accessibility
    • Test that every activity, object, and meaningful element is keyboard accessible
    • Provide alternatives for mouse-only interactions
    • Choose keyboard-friendly question types in quizzes
    • Provide a keyboard alternative for information provided with hover states
    • How to use markers to provide help or information on slides

• Design considerations for people with visual disabilities

• • • Examine visual and cognitive disabilities including blindness, partial vision, color blindness, and cognitive disabilities such as learning disabilities
    • How people with visual disabilities can use e-learning
    • Examine color contrast and use of color on slides
    • Consider image, graphic, and color choices to accommodate people with color blindness
    • Introduction to screen readers (NVDA and JAWS)
    • Apply alternate text for images, characters, objects, and grouped objects
    • How to create meaningful, appropriate alternate text
    • Hide images and objects from a screen reader
    • Provide additional information for the screen-reader user by adding alternate text and customizing labels to provide additional information for the screen-reader user
    • Customize the focus order for screen-reader users, including considerations for content type, columns, and matching visual placement

• Design considerations for people with hearing disabilities

• • • Narration or optional narration to provide an audio alternative for on-screen text
    • Control narration on slide layers
    • Ways to accommodate screen-reader users when your e-learning course has narration

• Create configurable and highly-usable course navigation

• • • Examine the accessibility components of the built-in Player
    • Allow learners to skip repetitive Player navigation elements
    • Disabling skip navigation
    • Skip or turn off persistent navigation
    • Assigning hotkeys to navigation
    • Increase the Player font size
    • Contrast considerations in the Player
    • Accessibility considerations for custom Player navigation controls
    • Examine the Accessibility Settings menu in the Player
    • Use modern text and variables to give learners accessible text options
    • Allow learners to personalize their course features, including providing access to the Accessibility controls and allowing learners to control Zoom 
    • Use Triggers for branching to provide alternate user experiences 
    • Adjusting focus color for focused elements
    • Use keyboard shortcuts to toggle commonly-used Player controls, including closed captions and muting audio

• Make media and animations accessible

• • • Add closed captions to audio and video
    • Considerations when using demo videos
    • Consider whether to time objects or captions to audio or video tracks
    • Provide text-based alternatives for animations
    • Configure video options for auto-play
    • Provide transcripts for audio and/or video
    • Use the Notes panel for transcripts or additional information
    • Provide accessible alternatives to video-based content such as video descriptions

• Consider accessibility options for software training

• • • Create task-oriented slides that work with a keyboard
    • Provide instructions for completing tasks using a keyboard
    • Explore using highly descriptive alt text and textual labels
    • Use audio narration to provide additional descriptions, instructions, and context
    • Provide adequate text equivalents, which might be more than a transcript would provide

• Additional accessibility tips and guidance

• • • Make form fields accessible, including labels, placeholder text, and instructions
    • Adjust content order for images and text for clarity
    • Using tables effectively for accessibility 
    • How and why to avoid using content that requires scrolling
    • Why you shouldn’t publish to Flash
    • Adjusting or eliminating timed tests to comply with accessibility laws and guidance
    • Identifying the course language
    • Provide instructions and help to learners 

• Streamline accessible e-learning development

• • Working with themes and styles effectively
  • Create custom themes with accessibility in mind, such as choosing high-contrast colors and appropriate font families
  • Develop and use accessible templates

Disclaimer: All course objectives and outlines are used as a guideline and are subject to change to ensure the latest information is covered to support real world use of the technology.