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This module helps learners synthesize what they’ve learned, apply it in realistic contexts, and reflect on their next steps.
It includes a short knowledge quiz and a downloadable personal action plan template.

The focus is on reinforcing learning through active recall and reflection to support future behavior change.

🔁 ABC: Practice + Discussion
🔁 Bloom’s: Understand → Evaluate → Create
🔁 UDL: Action & Expression, Engagement
🔁 OSCQR Standards: #29–31

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🖥️ EAA Video: EU Accessibility Legislation

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🖥️ EAA Video: EU Accessibility Legislation

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This short video introduces learners to the European Accessibility Act (EAA), explaining why accessibility compliance matters for digital content and services across Europe.
The video highlights key points of the EAA in a clear, accessible format, helping learners connect legal compliance to Catalyst’s commitment to inclusive design.

The focus is on building understanding of the legal context in a straightforward, humanised way, using an avatar-based delivery (Synthesia).

🔁 ABC: Acquisition
🔁 Bloom’s: Understand
🔁 UDL: Representation, Engagement
🔁 OSCQR Standards: #13, #29, #41

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Course Title: Accessible by Design

Course Goal: This course helps learners build the awareness, skills, and confidence to design and develop accessible digital content that meets inclusive design standards and legal requirements.

Course Timing: 60-90 minute fully asynchronous online course

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Image description: Illustration of four individuals with disabilities: a person with a prosthetic leg, a woman with a hearing impairment, a man using a wheelchair, and a woman with visual impairment using a white cane. Above each person is a symbol representing their disability.

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These learning objectives have been designed using Bloom’s Taxonomy, ensuring progression from foundational understanding through to practical application and critical evaluation.

By the end of this course, learners will be able to:

1. Describe key principles of digital accessibility, inclusive design, and legal requirements, and explain their importance in creating equitable digital experiences.
(Bloom’s level: Understand)

2. Identify common accessibility barriers in digital content using established guidelines such as WCAG, and recognise practical strategies to address them.
(Bloom’s level: Apply)

3. Evaluate the accessibility of digital resources by conducting a basic review, using accessibility checklists.
(Bloom’s level: Evaluate)

4. Create a personal Accessibility Action Plan, setting practical goals to apply accessibility principles within their professional role.
(Bloom’s level: Create)

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Visual of Bloom’s Taxonomy as a pyramid with levels: Remember, Understand, Apply, Analyze, Evaluate, and Create.

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This course is structured using the ABC Learning Design model:

Acquisition: Short videos, mini-course, and quick reads

Practice: Interactive H5P tasks and accessibility review activities

Discussion: Forum prompts and reflection-based learning

It also integrates Universal Design for Learning (UDL) principles to support learner variability:

🎯 Engagement: Interactive media, scenarios, forum dialogue

📚 Representation: Visuals, video, text, and downloadable formats

✍️ Action & Expression: Quizzes, checklists, and reflection-based planning

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Image of a chalkboard with the letters “ABC” written on it in white chalk. A book and piece of chalk sit on a wooden desk in front of the board.

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This course is designed for all Catalyst IT Europe employees who work with or contribute to digital content — including developers, designers, content creators, project leads, and support teams.

It requires no prior expertise in accessibility but assumes general familiarity with digital tools or content workflows.

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This is the introductory video for Accessible by Design. It explains what the course is about, who it’s for, and how to get the most from it.

🗂️ What’s covered in the video:

Who the course is for (all Catalyst employees)

What you’ll learn and do

Course structure and flow (4 short modules + wrap-up)

Encouragement and motivation to explore, reflect, and apply

🔁 Meets OSCQR Standards 1 & 2

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A brief written section on the Welcome page (Google Sites) will explain:

How to access each module

What to expect in each module: short videos, activities, reflection and discussions

Reminder can navigate at own pace

Highlight optional resources

This section ensures clarity and predictability for learners.

🔁 Supports OSCQR Standards 2 & 3

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The learning objectives (aligned to Bloom’s Taxonomy) will be presented early in the course. These will be visible on the Welcome page and briefly restated in each module.

Objectives include:

Recognize key accessibility principles and why they matter in digital content design

Identify common accessibility barriers using real examples and guidelines like WCAG and UDL

Use a checklist to assess the inclusiveness of mock digital assets

Reflect on opportunities to improve accessibility in your own content or workflow and develop an action plan based on this reflection

🔁 Supports OSCQR Standard 9

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A general overview of course requirements will be included on the Welcome page:

Tools required: modern browser, audio/video access

🔁 Supports OSCQR Standards 6

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A printable syllabus will be provided on the Welcome page. It will include:

Course overview and duration

Learning objectives

Structure and instructional approach (ABC, UDL)

Accessibility considerations

This will meet the OSCQR requirement for a downloadable course overview.

🔁 Supports OSCQR Standard 4

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A custom chatbot will be built using Poe (poe.com).

It will be designed to support learners throughout the course by providing:

Simple explanations of terms (e.g., WCAG, POUR, UDL)

Help navigating the course

Prompts and tips related to activities and checklists

Learners will access the chatbot via a shareable Poe link embedded in the Welcome page on Google Sites.

🔧 Bot configuration includes:

Friendly, supportive tone

Clear instructions to stay within course scope

Based on GPT-4 for more reliable and helpful responses

🔗 A placeholder Poe bot link will be used until the final version is live.

🔁 Supports OSCQR Standard 6 (access to learner support resources)

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This module introduces learners to the human, ethical, and legal reasons digital accessibility matters.

It provides emotional and contextual grounding for the rest of the course.

Includes a short video, an infographic, H5P activity, and reflection task.

🔁 Aligned with ABC = Acquisition + Discussion
🧠 Supports UDL: Engagement (emotional connection), Representation (video + text)

🔁 OSCQR: Standards #29, #31, #31, #42

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~3–5 min video to be created. It will include:

A real-world scenario or hook

The human and societal impact of inaccessibility

Mention of situational, temporary, and permanent disabilities

Transition to upcoming modules (frameworks + action)

Video tone: motivational

Planned accessibility features:

✅ Closed captions

✅ Full transcript (available for download or on-page)

✅ Voiceover with clear, natural pacing

✅ High-contrast visuals and large font sizes

🔁 Aligned to UDL: Multiple means of representation
🔁 ABC Learning Type: Acquisition

🔁 OSCQR Standards:

#29 (engaging resources)

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This short, self-paced H5P activity invites learners to explore how inclusive design supports different access needs.

Each card presents a type of disability or barrier with a real-world example.

Learners flip the card to discover relevant accessibility features and design considerations.

This resource helps connect Module 1’s concepts to practical, real-world application — preparing learners for deeper framework learning in Module 2.

ABC Learning Type:

🔁 Acquisition (new insights)

🔁 Practice (applied recognition and reflection)

UDL Principles Supported:

🧠 Multiple means of representation (visual + scenario)

🖐️ Multiple means of action/expression (interactive exploration)

OSCQR: Standard #29, #30, #31

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A simple, high-level infographic will be included in this module as a quick visual primer. It is intended to reinforce key concepts and provide an alternative method of engaging with content for visual learners.

The infographic will include:

A definition of digital accessibility (plain language)

Examples of permanent, temporary, and situational disabilities

Visual icons representing different types of access needs (e.g., hearing, visual, motor)

A reminder that accessibility benefits everyone, not just people with disabilities

A simple stat or quote that emphasizes the impact of inclusive design

Accessibility features:

✅ Alt text (or caption) describing the full graphic

✅ High contrast between text and background

✅ Downloadable plain text version (accessible)

🔁 Supports UDL: Multiple means of representation (visual + text)
🔁 OSCQR Standards:

#29 (engaging learning materials)

#34(accessible PDF format)

#35 (text equivalent provided)

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Discussion Activity: Why Accessibility Matters in Your Role

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Discussion Activity: Why Accessibility Matters in Your Role

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Learners will complete a discussion post after the video.

Prompt:
“Why do you think accessibility matters in your role at Catalyst?”

Instructions:

Post your response (3–5 sentences)

Respond to at least one peer

Respectful, inclusive communication is modeled and expected

🔁 ABC: Discussion
🔁 Bloom’s: Analyze
🔁 UDL: Engagement (peer dialogue)
🔁 OSCQR Standards:

#30 (higher-order thinking)

#41 (builds community & trust, substantive interaction)

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This module introduces learners to accessibility frameworks and inclusive design principles that guide best practice.

Learners explore WCAG (POUR), UDL, and the WAI (Web Accessibility Initiative) as foundational tools for designing and evaluating accessible digital content.

🔁 ABC: Acquisition + Practice
🔁 UDL: Representation + Engagement
🔁 OSCQR Standards: #29, #30, #31

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📽️ Video or Reading – Understanding WCAG, UDL, and WAI

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📽️ Video or Reading – Understanding WCAG, UDL, and WAI

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A short 2–3 minute explainer video or text-based alternative introducing:

WCAG 2.1 principles (POUR: Perceivable, Operable, Understandable, Robust)

Universal Design for Learning (UDL) and its three core guidelines

The Web Accessibility Initiative (WAI) as a go-to resource hub

Accessible format options:

✅ Video will include closed captions and a downloadable transcript

✅ Content will not rely solely on color or animation to convey meaning

🔁 UDL: Multiple means of representation
🔁 OSCQR Standards: #29, #35

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🧩 Interactive Activity – WCAG & UDL Matching (H5P)

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🧩 Interactive Activity – WCAG & UDL Matching (H5P)

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Learners complete an interactive task (H5P) where they:

Use the flashcards to apply the frameworks they've just explored

Purpose: To reinforce conceptual understanding through practice.

Content will use plain language, simple layout, and alternative text on all interactive elements.

🔁 ABC: Practice
🔁 Bloom’s: Apply
🔁 UDL: Action & Expression
🔁 OSCQR Standards: #29, #30, #31, #35

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🌐 Accessibility Resources (Reference Library)

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🌐 Accessibility Resources (Reference Library)

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📚 Included Resources (All free + openly licensed):

🔗 WCAG Quick Reference (W3C)
A searchable guide to WCAG 2.1 success criteria with practical examples

🔗 WAI Tutorials
Step-by-step tutorials on making digital content accessible

🔗 CAST UDL Guidelines (Infographic)
Interactive infographic showing the three UDL principles and associated strategies

🔗 How People with Disabilities Use the Web (W3C)
Narrative scenarios that demonstrate real-world accessibility needs

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This module is where learners begin to apply accessibility frameworks to real-world scenarios. It marks a shift from awareness and conceptual understanding (Modules 1 & 2) into practical evaluation and application.

The module includes:

A mini genially course showing accessible content practices

An activity where learners use a checklist to assess mock digital assets

A discussion forum to reflect and interact with peers

🔁 ABC: Acquisition + Practice + Discussion
🔁 UDL: Action & Expression, Engagement
🔁 OSCQR: #29, #30, #31, #35, #36, #41

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This Genially course gives learners a more interactive, engaging way to explore accessibility best practices in design and development.

🔁 ABC: Acquisition
🔁 UDL: Representation, Action & Expression, Engagement
🔁 OSCQR: #13, #20, #32, #41

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✅ Activity – Accessibility Review (Checklist + Mock Asset)

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✅ Activity – Accessibility Review (Checklist + Mock Asset)

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Learners will download a checklist and choose from one or more mock digital assets (e.g. webpage screenshot, slide, form, or email).

Instructions:

Review the asset using the checklist

Identify at least 2 accessibility issues

Post findings in the discussion forum

Respond to one peer with a suggestion or question

Checklist and mock assets are WCAG-aligned and accessible.

🔁 ABC: Practice + Discussion
🔁 Bloom’s: Evaluate / Apply

🔁 UDL: Action & Expression, Engagement
🔁 OSCQR: #39, #30, #31, #41, #42

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Post-Video Activity: WCAG Website Exploration

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Post-Video Activity: WCAG Website Exploration

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In this activity, learners explore the European Accessibility Act (EAA) in more depth by visiting the official resource site.
Learners are guided to identify key legal requirements and reflect on how the EAA standards connect to their role at Catalyst.

The focus is on encouraging self-directed discovery, building real-world understanding of accessibility compliance, and fostering personal reflection about workplace application.

🔁 ABC: Acquisition + Practice + Discussion
🔁 Bloom’s: Understand → Apply → Reflect
🔁 UDL: Engagement, Action & Expression
🔁 OSCQR Standards: #20, #29, #31, #41

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Downloadable – Action Plan Template

A structured PDF or Google Doc template that learners can fill in digitally or print.
The layout will be accessible:

Clear headings and form fields

Alt text for icons or visual prompts

Instructions in plain language

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After completing the course, learners will be asked to share feedback through a short, anonymous survey.

Feedback will focus on:

Clarity of content and instructions

Usefulness of activities and resources

Confidence in applying what was learned

Accessibility of materials

Suggestions for improvement

Survey format: Google Form or similar, with optional open text questions and Likert scale items.

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Internal Review – Using the OSCQR Rubric

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Internal Review – Using the OSCQR Rubric

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The course will be reviewed internally using the OSCQR rubric to identify areas of strength and opportunities for enhancement.

Review process will include:

Self-evaluation using OSCQR categories

Focus on priority areas: Accessibility, Interaction, Activities, and Content Design

Optional peer or mentor review for external perspective

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This module introduces learners to the legal foundations of digital accessibility, specifically focusing on the European Accessibility Act (EAA).
It includes a short animated video explaining the EAA, a guided exploration of the official resources, and a structured reflection activity.

The focus is on helping learners understand the importance of legal compliance, connect it to their professional role, and reflect on how to apply accessibility standards in their day-to-day work.

🔁 ABC: Acquisition + Practice + Discussion
🔁 Bloom’s: Understand → Apply → Reflect
🔁 UDL: Representation, Engagement, Action & Expression
🔁 OSCQR Standards: #13, #20, #31, #41