In this hands-on, two-day Articulate Storyline 360 Accessibility: Creating 508 Compliant eLearning Courses training, you will learn how to make your eLearning courses accessible meeting 508 and WCAG guidelines.
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.
Software Versions: ThinkB!G open enrollment classes are taught on the most current version of software whenever possible.
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.
Software Versions: ThinkB!G open enrollment classes are taught on the most current version of software whenever possible.
It is required that you have taken our Storyline Intro class prior to attending this class, and/or have experience building courses in Articulate Storyline to attend this class. Students must have a good working knowledge of computers, operating systems, using a mouse, keyboard, standard menus and commands. Students must be able to open, save, and close applications and files, as well as navigate to other folders.