Year: 2025

Tahiya Brewin and Emma Dibb, Learning Designers, Digital Education Service

Designing online programmes with accessibility in mind

As part of our activity around this year’s Global Accessibility Awareness Day on 15 May, we want to celebrate the award-winning fully online MSc Disability Studies, Rights and Inclusion.

This groundbreaking programme was designed by the Digital Education Service and the School of Sociology and Social Policy with a commitment to Universal Design for Learning (UDL) and Web Content Accessibility Guidelines (WCAG) guidelines, ensuring every student, regardless of ability, could engage deeply with content and feel a genuine sense of belonging.

At the beginning of the project, we were interested, excited and intrigued – but also challenged. How could we make it engaging and accessible when delivering the programme through Minerva, and while working within the platform’s structure?

Our collaborative partnership with the Programme academic team was essential to create accessible engaging content. For example, this partnership led us to create podcasts for rich discussions instead of lengthy videos, recognising that audio formats can be more accessible and convenient for many learners. This has paved the way for the Digital Education Service to include podcasts as part of our standard selection of production assets.

Dr Hannah Morgan, Programme Lead, said:

“..what was really exciting and what really delighted us as a Programme team was the Digital Education Service really embracing the challenge of accessibility…It’s been wonderful how positively that’s been engaged with as it’s not always easy…”

Our iterative design approach extends beyond the launch of the Programme, with the Programme Support team monitoring and reacting to live issues such as technical glitches, screen-reader challenges and navigation queries.  

Listening and responding to student feedback

After each cohort, we gather student reflections on the Programme, with the three standout areas being regularly flagged:

1. the value of multiple assessment modes,
2. the importance of compatibility with assistive technologies,
3. the need for tailored accommodations for neurodiverse learners.

One recurring piece of student feedback was about the volume of reading on the Programme. Students told us they weren’t always sure which materials were core, and which were supplementary, so we introduced clear terminology to distinguish between the two.

We also provided students with the flexibility to select readings aligned with their interests and broader learning goals and included specific page numbers to reduce confusion and set clear expectations and allow students to better manage their limited amount of time.

Feedback from students and colleagues has been tremendously encouraging.  One student reflected “The mix of videos, text, podcasts, and direct input from various departments created brilliant interactivity.” Another praised the module “Brilliant resource, text heavy but well signposted, with quizzes and a branching approach that let me choose my own path.” 

Accessibility is an ongoing journey

One surprise was realising that making content accessible for one person doesn’t guarantee it’s accessible for all. The accordion-style structure in Minerva streamlined navigation for some yet required additional descriptive text for others. Work on accessibility within Minerva is ongoing and, in the meantime, we are providing accessible versions of content on a parallel platform for those learners who use screen readers.  This reinforced the principle that accessibility is an ongoing journey, not a one-time checklist.  

Key challenges included managing time and scope creep, and we had to constantly ask: ‘What is essential for us to deliver as part of this programme?’ By scoping assets early, ensuring alt text for diagrams, maintaining high-contrast colour palettes, and applying proper heading hierarchies, we kept development on track.

What we’re taking forward

The inclusive imagery that came out of this project is now part of the University branding. Our Quality Assurance process now includes extra accessibility audits, and we partner closely with the Library and Royal National Institute of Blind (RNIB) to secure accessible readings and ensure copyright compliance.

Our experience with the Programme has reshaped how we design for equity and social justice. Our standard practice across Digital Education now includes early asset scoping; inclusive imagery; accessible diagrams with full text descriptions; and iterative, student-driven improvements. As we look to the future, we remain committed to building programmes where every learner feels seen, supported, and empowered.

In September 2024, the programme was awarded the Association for Learning Technology Award for Case Studies of Ethical EdTech and was featured as part of the University of London Centre for Online and Distance Education Webinar Series in April 2025.

On this Global Accessibility Awareness Day, we honour those who advocate for inclusion and reaffirm our dedication to creating truly accessible learning experiences. Together, we continue to learn, adapt, and advance the frontier of digital education.

Dr Ashani Ranathunga is a Lecturer in Civil Engineering and SALIP (School Academic Lead for Inclusive Pedagogies), School of Civil Engineering 

The Challenge: Making Complex Visuals Accessible 

In STEM (Science, Technology, Engineering and Mathematics) education, visuals like detailed drawings, equations, graphs, and long tables are essential for understanding complex concepts. However, these types of content can be challenging for students who rely on screen readers or other assistive technologies.  

Creating alternative text for such content is not easy. Too little detail can leave out essential information, while too much can be overwhelming and confusing. 

As the School Academic Lead for Inclusive Pedagogies (SALIP) in the School of Civil Engineering, I wanted to find a practical and inclusive solution that would support all learners without burdening staff.  

Building Collaboration: Starting with Conversation 

The process began by listening. I asked colleagues, 

“What’s realistic, and what helps students?”  

Their feedback helped me understand both the practical constraints and opportunities for change. I also reached out to students, whose input grounded the solution in real experiences. 

Together, we created a strategy that is both practical and impactful. 

The Solution: Smarter, Simpler Accessibility 

We landed on a two-part strategy that is both manageable and effective: 

1. Link Lecture Recordings to Visuals 
If a lecture covers a diagram, equation, or table, and that lecture is recorded, we simply direct students to the exact point in the recording where it’s explained. 

2. Use Short Audio Descriptions for Standalone Content 
When content is not covered in class, like pre-work for blended learning, we provide a short audio clip with a clear explanation. 

These let students hear a clear and engaging explanation, improving their understanding and accessibility. 

Clear Signposting: The Key to Effective Accessibility 

For this strategy to work, clear signposting is essential, ensuring students know exactly where to find and easily access explanations for complex visuals. 

We can do this by placing guidance in strategic locations, such as: 

• Directly next to the illustration 

• Within the alternative text (alt text) field 

• Alongside the resources within Minerva 

A simple note like: 

“This diagram is explained in [Recording Name] at 10:30 mins. Please refer to the recording for a detailed explanation.” 

…can make all the difference. You can include a link to the lecture recording or embed the video next to the visual in Minerva. If using Microsoft Stream, share a timestamped link for easy reference.  This small step makes a big difference in student experience. 

The Impact: Benefits for All 

Students responded positively, even those without declared accessibility needs, valuing the added clarity and the option to engage with content in a variety of modes. Though this approach may not be captured from “Ally Scores”, it meets the real-world needs of our learners and supports genuine inclusion. 

What’s Next: Scaling the Solution 

This is just the start. We plan to develop school-wide guidelines, create templates with the digital education team, and continue gathering student feedback to improve and expand the approach. 

The Digital Education Enhancement Team, Digital Education Service

Lesson planning, marking, teaching and research can feel overwhelming.  

And while balancing these responsibilities, you may have seen communications about Global Accessibility Awareness Day, which takes place on 15 May, along with message about improving our digital content. 

You understand that this is important, and you want every student to thrive, but digital accessibility might not seem urgent—especially if students haven’t voiced concerns. 

Maybe you have a basic understanding of accessibility requirements but find them daunting, particularly when working with complex materials like mathematical notation or intricate diagrams? Or perhaps you’ve embraced inclusive practices for new digital content but feel stuck when updating older resources? 

Small Changes, Big Impact 

Creating accessible Minerva modules and digital materials is a shared responsibility. Legal standards mandate that all digital content be accessible, meaning accessibility must be embedded within your course design and teaching materials. 

Global Accessibility Awareness Day gives us a focus to improve our digital content, and small, simple actions can help you become a digital accessibility ally: 

• Run accessibility checks in Word or PowerPoint before saving content 

• Use Blackboard Ally in Minerva to assess the accessibility of your materials 

• Provide alt text descriptions for photographs and images so they can be interpreted by screen readers 

• Use heading tags in Word documents to enable easy navigation with assistive devices. 

By making these small changes, you contribute to a more inclusive learning environment. And as you prepare to update your Minerva modules for the next academic year, now is the perfect time to review and enhance accessibility within your content. 

Your commitment matters—not just for students with disabilities but for all learners, ensuring they can focus on their studies without barriers. 

Need help with your digital content? Meet the Digital Education Enhancement Team 

The Digital Education Enhancement Team understands the challenges you face. As faculty-based experts, we provide targeted support tailored to your specific module, programme, school, or faculty. Our expertise covers best practices in digital education and pedagogy, ensuring digital tools and approaches enhance your teaching methods. 

By working with the Digital Education Enhancement Team, you gain access to valuable guidance, helping you overcome obstacles—whether due to lack of time, uncertainty, or simply not knowing where to begin. 

The Course Accessibility Service, first introduced in summer 2024, will also return to offer further assistance in addressing common accessibility challenges within your courses. 

Get in touch to find out more 

We’d love to hear from you, whether it’s for support with accessibility, your Minerva modules, or general queries about digital education.   

You can find information and resources about your local Digital Education Enhancement Team—we’re here to support you! 

Let’s work together to make accessibility a core part of digital education. 

Richard Cartey is the Digital Accessibility Officer in the IT Governance, Risk and Compliance team at the University of Leeds 

How to become a digital accessibility ally 

Creating a digital environment free of accessibility barriers for staff and students is no small feat. It demands a collective effort from digital accessibility allies across the campus. 

What’s the challenge? 

Hundreds of websites, thousands of digital documents, and web pages in the hundreds of thousands. And this doesn’t include the wealth of products used through a web browser around the University.  

All this content must comply with 55 digital accessibility rules. Falling short doesn’t just let down our students, colleagues, and the public but also exposes the University to legal risks. 

It’s not a one-person job, and not even a one-team job. It’s a one-University job.  

Small steps, big impact 

To fix absolutely everything that doesn’t meet the 55 accessibility rules (known as the Web Content Accessibility Guidelines 2.2 AA) would take one team several years of work. But if everyone across the University started keeping accessibility in mind from now on, we could quickly reduce these issues.  

What would that look like in practice? It could mean avoiding a colour scheme that makes it hard to tell lines apart in a graph or switching to a mobile-friendly web form instead of a Word document. 

What is a digital accessible ally? 

Students and staff urgently need digital accessibility allies. Allies are individuals who actively advocate for inclusive digital practices, not experts. They are people who: 

• Offer small fixes and process tweaks. 

• Raise questions at critical moments. 

• Steer colleagues and partners away from digital exclusion. 

No one knows everything about digital accessibility. It is a vast topic, covering everything from colour contrast to coding for screen readers. 

But you do not need to know everything to be an ally. Even those who work in accessibility find themselves learning something new each week. 

By being an ally, you could: 

• Become a voice for disabled members of the University community 

• Support a student struggling with learning materials 

• Stop a colleague’s frustration because a PDF doesn’t work with their assistive technology. 

How do I find out more about digital accessibility? 

A good starting point is the Digital Accessibility site, which has advice for how to fix the things you’re working on. If you prefer to watch or listen, the University of Technology Sydney has a clear and concise set of videos explaining accessibility from a student perspective. 

Moving forward with digital accessibility 

Digital accessibility at the University should be seen as an opportunity to strengthen outcomes for students and help colleagues achieve their objectives by removing the problems their peers don’t experience. 

A smooth and accessible digital experience for everyone is only possible with the whole University working together. With some knowledge and working together, we can all be part of the change. 

Dr Zahara Batool is a Lecturer in Urban Systems & School Academic Lead for Inclusive Pedagogies (SALIP) in the Institute of Transport Studies at the University of Leeds  

The Institute for Transport Studies (ITS) is one of the UK’s leading departments for transport teaching and research, and welcomes a diverse range of international students each year for its Master’s courses.  

Why accessibility is important 

Our motivation for our work digital inclusivity is driven by the need to meet the accessibility requirements of all our learners, whether or not they have disabilities, and we’re especially keen to hear about the needs of disabled international students. 

One important issue we’ve found is the high non-disclosure of disabilities among this group, with cultural differences, stigma, and lack of awareness about available support contributing to this. As a result, many international students may struggle to access course materials and navigate digital systems effectively.  

Recognising the importance of digital accessibility for all our students, we started work to create a more inclusive digital environment for ITS. By looking at previous data and feeding back progress to meet and support institutionally agreed inclusivity and accessibility priorities, we worked to make Minerva an accessible and welcoming virtual learning environment for our learners. 

Building accessibility in Minerva 

As the School Academic Lead for Inclusive Pedagogies (SALIP), I began to monitor and understand the digital accessibility of our module content. Although the School has made significant progress in meeting the Inclusive Baseline Standards, it showed several areas where accessibility could be improved.  These included further work on Module Accessibility Statements, incomplete Ally scores, and the need for digital accessibility training and support for staff.   

Working together to make changes in ITS 

I collaborated with the Faculty of Environment Digital Education Enhancement team (ENV DEE) and the Director of Student Education at ITS to inform our local action plan with the aim of achieving a Green Ally score for all ITS modules, and to ensure that all staff can understand, measure, and improve the digital accessibility of their teaching resources.  

As a result, Digital inclusivity is now identified as a core expectation and priority for all our student education activities in the ITS Inclusive Practice Action Plan and work is in progress to integrate this into the main School Action Plan. 

What has changed 

To achieve our goals, we’ve embedded several baseline activities since the beginning of the 2024/25 academic year. These activities include: 

• checking that required items, such as reading lists and accessibility statements, are present in all modules 

• identifying modules with low Ally scores 

• sharing resources via email about improving digital accessibility 

• providing one-on-one support for module leaders in developing their accessibility statements 

• and delivering tailored training for ITS staff to develop their digital capabilities. 

As a result, our initial reviews of the ITS Minerva Dashboard revealed that all ITS modules have the required information. Feedback, especially from new members of teaching staff, shows that they found these support activities really useful. 

Next Steps for Digital Accessibility  

For the next academic year, we plan to deliver further training for staff on creating inclusive learning resources, with a focus on building and integrating module reading lists into learning units in Minerva and working with module leaders with low Ally scores to identify quick fixes. We’re also planning to offer a Course Accessibility Service to help resolve accessibility issues. 

During this process, we’ve also learned that the Ally Score is not always the best indicator of accessibility in module areas. We need to provide tailored support to modules that are heavy with data and statistical analysis or reliant on external web sources and to address this, ENV DEE is supporting us to create bitesize enhancement videos. 

With our commitment to deliver the Leeds Curriculum Framework and prioritising digital accessibility at ITS, our efforts reflect the University’s broader mission of providing an inclusive and supportive educational environment where every student can succeed.