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.

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.