Accessible Moodle (implementation guide)

The activities (e.g. task, feedback, glossary) are selected in a didactically appropriate way in terms of content and method.

What is meant by this?

The selection of activities in Moodle requires careful consideration of pedagogical goals, student needs and accessibility. Considering these aspects will help to make the course more effective and provide an inclusive learning environment for all students.

Only use complex activities if they make didactic sense. Avoid unnecessary complexity. The "simpler" the activity is, the more likely it is that students will be able to use the activity without barriers. For example, H5P is an activity that can be used in a variety of ways through interactivity. However, many of the interactions for students who use a screen reader or control with a keyboard are not possible or only possible with difficulty because the usability is not given.

Why is it important?

The careful selection of activities, based on their content and didactic method, is crucial to ensure an effective and efficient learning process. Selecting activities that match the content of the course ensures that students have relevant and meaningful learning experiences. In addition, the didactically meaningful selection of activities promotes a diverse learning environment. Students have different learning styles and preferences, and by using different activity types, the needs of a wide range of learners can be better met. This helps to promote student motivation and engagement. In addition, the choice of activities helps to achieve the learning objectives efficiently. When activities are well aligned with learning objectives, the learning process becomes more structured and focused, which keeps students focused on acquiring the required knowledge or skills.

How can I implement/check it?

Only use complex activities if they make didactic sense. Avoid unnecessary complexity. The "simpler" the activity is, the more likely it is that students will be able to use the activity without barriers. For example, H5P is an activity that can be used in a variety of ways through interactivity. However, many of the interactions for students who use a screen reader or control with a keyboard are not possible or only possible with difficulty because the usability is not given.

Here are some steps and recommendations to ensure that the chosen activities make sense both in terms of content and methodology and take accessibility into account:

1. Define clear learning objectives for your course. Based on these goals, you can determine which activities are best suited to achieve these goals. Activities should fulfill an educational purpose and not just be introduced for technical reasons.
2. Think about the different needs of your students. Take into account different learning styles, abilities and prerequisites. Activities should be selected so that they are accessible to the broad target group.
3. Observe the principles of accessibility when selecting activities. Avoid complex activities or technologies that are difficult to access for students with disabilities. Check that the selected activities are screen reader compatible and keyboard friendly.
4. If possible, choose simpler activities and tools that are easily accessible to the majority of students. For example, simple tasks or discussion forums might be more effective than complex interactive activities.
5. Regularly review the effectiveness of the chosen activities and adjust them if necessary to better achieve the learning objectives or improve accessibility.