Accessible Moodle (implementation guide)

The question types selected in a didactically sensible way according to content and method are as barrier-free as possible.

What is meant by this?

The questions asked should be designed within the course material so that they are easily accessible and understandable to all students, regardless of their individual abilities or challenges. This includes the use of question types that minimize cognitive load and provide clear instructions to avoid confusion.

Why is it important?

Not all question types in Moodle can be used equally barrier-free by all students. For example, students who use screen readers (including blind students), students who navigate using the keyboard or students with mental illnesses may have problems using some question types. It is therefore important to think about which question types should be used beforehand. Attention should be paid to didactic appropriateness and accessibility.

The deliberate selection of accessible question types in Moodle is an important step to ensure that all students have equal access and can participate successfully.

How can I implement/check it?

Here are steps and recommendations to ensure that the chosen question types are both didactically useful and accessible:

1. Start by analyzing the learning objectives and content of your exam. What kind of knowledge or skills do you want to test? Based on these considerations, select the question types that best suit your objectives.
2. Find out about the accessible use of the various question types in Moodle. Some question types can be problematic for students with certain impairments, such as visual impairments or motor impairments. Check whether the question types you have selected are accessible for all students. A list of question types that are not equally accessible for all students can be found in chapter 7.2 of the book on e-exams.
3. Complex question types such as drag-and-drop questions or hotspot questions can be problematic for students with certain impairments. Try to avoid such complex question types if they are not absolutely necessary.
4. Moodle offers a variety of question types, including multiple choice, short answer, true/false and more. Some of these question types tend to be more accessible than others. Consider using accessible question types as a priority.
5. Before you go live with your exam, conduct test runs and gather feedback from a range of students, including those with disabilities. This can help to identify and address potential barriers at an early stage.
6. Consider the possibility of offering alternative examination formats, especially for students with special needs. This could mean offering oral exams, written reports or other accessible examination methods.
7. Provide clear guidance and resources to help students use the exam platform in an accessible way. This may include the use of screen readers or other assistive technologies.