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Activity type: Practice

Level 1: Learner Feedback

link: https://docs.google.com/forms/d/e/1FAIpQLSdvk-V0OldbaWk13B0PDJRRlvchmgkP8bcfjxmB90IV7-QZHA/viewform?usp=header

Level 2: Learner Assessment

Link: https://docs.google.com/forms/d/e/1FAIpQLSdvk-V0OldbaWk13B0PDJRRlvchmgkP8bcfjxmB90IV7-QZHA/viewform?usp=header

UDL Focus: Multiple means of representation

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Activity Type: Acquisition

Content: Link to a repository of useful resources, which learners may use if they choose to do so.

Padlet Link: Optional Downloadable Resources

Contains:

Guidebook

Accessibility checklist

Colour test

UDL Focus: Optimise choice and autonomy

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Section 2: Reflection Activity (15 mins)

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Section 2: Reflection Activity (15 mins)

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Activity Type: Discussion and Collaboration

Content: Guided reflection on a Padlet

Instructions:

Step 1: Answer the following Reflection Question: "What does accessibility mean to you in terms of your work and creative process?"

Step 2: Consider the below reflection prompts. Write a short reflection piece (200 words max), or create a voice recording or video with your thoughts and key points.

Reflection prompts:

Consider the following questions when thinking about your answer:

How do you currently define accessibility in your own words?

Has your understanding of accessibility changed over time? If so, how?

Do you design with specific audiences or needs in mind? Who might be unintentionally excluded?

What are some challenges you've faced when trying to make your work accessible?

Step 3: Post your reflection to the group discussion board link: Group Discussion Board (remember to include your name)

Step 4: Contribute to the discussion further by commenting on at least two other learner reflections within the padlet

UDL Focus: Multiple means of engagement

Objective: (LO1 & LO3) Learners engage in evaluating their own experience and competence in terms of accessibility as a concept.

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A flow chart showing the cycle of reflection: Plan, Learn, Apply and Reflect

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Step 1: Read the charter

Step 2: Study the infographic

Step 3: Read the attestation declaration and tick the box to confirm your commitment

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Attestation - Agreement to operate in line with the Catalyst EU Charter for Accessible Content Design & Development 2025

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Congratulations on completing the “Barrier-Free Learning: Accessible Design in eLearning” course. We hope you have enjoyed learning how to enrich your content design and development so that is is accessible for all learners. The final step is to explicitly state your intention to operate in line with our new charter (see above). The charter can be accessed anytime from our standard operating procedures SharePoint site.

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Catalyst EU Charter for Accessible Content Design & Development

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Section 5: Assistive Technology (10 minutes)

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Section 5: Assistive Technology (10 minutes)

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Activity Type: Acquisition

Content:

This section introduces the tools and technology available that relate to assistive technology. The video has closed captions, transcript and audio.

Video Link: https://app.vyond.com/videos/a4ad4bdc-5490-4673-ab5a-5b7b263a129d

UDL Focus: Multiple means of representation

Objective: (LO1) Learners can apply the principles of UDL to their work in terms of design and execution

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Section 4: Scenario Based Learning (20 minutes)

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Section 4: Scenario Based Learning (20 minutes)

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Activity Type: Production & Practice

Content: A useful article and the opportunity to demonstrate knowledge

Step 1: Read or listen to this article 7 Accessible Elearning Tips | L&D Tips

Step 2: Pick any microlearning course from our online catalogue (5-7 mins max)

Step 3: Identify up to 5 elements you would change in the course to make it more accessible. If you cannot identify 5 elements that need improvement, identify what elements of the course are positively aligned with accessibility in mind

Step 4: Upload your list to the padlet in audio, text or video format

Link: Group Discussion Board

UDL Focus: Accessible tech design

Objective: (LO3) Learners evaluate their existing body of work to identify opportunities for improvement in terms of accessibility

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7 tips for designing accessible elearning

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Everyone should be able to have a great learning experience. This means making sure you consider accessibility when designing elearning. There are some simple and practical changes you can make to your course design to meet (and exceed!) WCAG 2.0 standards. Here are 7 tips to help you create accessible elearning experiences.

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Charter for Accessible Design & Development

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Charter for Accessible Design & Development

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Catalyst EU Charter for Accessible Content Design & Development

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Section 3: Legal Requirements (10 minutes)

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Section 3: Legal Requirements (10 minutes)

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Activity Type: Acquisition

Content:

Read or listen to this article by ReadSpeaker: What the European Accessibility Act Means for e-Learning

Link to article: What the European Accessibility Act Means for e-Learning - ReadSpeaker

UDL Focus: Multiple means of representation

Objective: (LO2) Learners are familiar with the legal requirements for accessibility in eLearning Design

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What the European Accessibility Act Means for e-Learning

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Is your e-learning platform compliant with the European Accessibility Act? Start your research here.

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Section 1: Why Accessibility Matters (10 minutes)

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Section 1: Why Accessibility Matters (10 minutes)

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Activity Type: Acquisition

Content:

The module kicks off with a short story depicting the concept of accessibility; why it is crucial to Catalyst; and the importance of adhering to legal and regulatory requirements. The video has closed captions, transcript and audio.

Video Link: https://app.vyond.com/videos/635cac9c-a0d9-4cea-bda4-575b99029436

UDL Focus: Multiple means of representation

Objective:

(LO1) Learners are interested in learning more about accessibility, having understood its importance.

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Project Overview - Accessible Learning Design

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Project Overview - Accessible Learning Design

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Course Title: "Barrier-Free Learning: Accessible Design in eLearning"

Background: All Catalyst employees in Europe need to be familiar with accessible learning design, development and legal requirements.

Target Audience: All employees are in scope to complete this training.

Learning Design Approach: Universal Design for Learning

Duration & Delivery Method: ~70 minutes including assessment. Asynchronous, self-paced eLearning.

Learning Outcomes:

Upon completion of this course, learners will be able to:

Apply the principles of UDL to their work in terms of design and execution (LO1)

Be familiar with the legal regulations relating to accessibility in learning (LO2)

Evaluate their existing body of work to identify opportunities for improvement in terms of accessibility (LO3)

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Depiction of a woman sitting at a desk with a number of learning options available to her as floating images