Embedding website addresses into your documents and Canvas pages can be accessible by applying just a couple of principles.
It is easy to think that once you copy and paste a web address into a document, you have done your part to help learners navigate to the information you want them to see. However, for those who use screen readers, simply pasting a web address may actively inhibit those learners from accessing the content. Screen readers will read every letter, dash, and number in a web address, making listening frustrating and unnecessary.
Hyperlinks should be embedded in the text, concise in language, and descriptive.
Avoid: www.clemson.edu
Use: Clemson University’s homepage
The embedded hyperlink uses plain language to concisely describe that it is a link and where it will take a learner if they click on it.
Notice that we avoid using “click here” or “more” in our Clemson University homepage link. While concise and embedded, the use of “click here” does not describe where the link will take a learner. In the context of a sentence it might make sense, but screen readers have the ability to jump from link to link. So if your document contains several embedded hyperlinks that all read “click here for more” then a learner will have to listen back through all that text to recall the context for that link.
Last week we held a Quick Hits training session on creating quizzes that can be overlayed on your recorded videos! Kaltura Quizzes make this very easy and you can use these quizzes as knowledge checks that require learners to answer before continuing the video, or you can ask learners for feedback. Questions formats include multiple choice, short answer, and more!
To learn how to do this on your time, you can view this training video on creating Kaltura Quizzes.
Contact James Butler with any questions about this recording!
Workshop Wednesday: Cognitive Load
When learning new things, students use mental resources. Therefore, how much we ask of them in terms of cognitive capacity is one factor impacting learning effectiveness. Join this session to learn about cognitive load, how it affects learners, and strategies for considering cognitive load when designing and teaching your courses. Join us virtually through Zoom. Facilitated by Laura Scott, Instructional Designer. A Zoom link will be emailed to registered participants, 48 hours prior to the day of the event.
Contact James Butler with any questions about this session.
Clemson Online – Where Tech and Teaching Meet
Use link text that will offer a description of what your audience is navigating to.
Earlier this month our Accessibility Coordinator Michelle Tuten delivered a demonstration on Microsoft Accessibility Checkers.
Make sure you are providing sufficient and proper resources to every learner in every facet of the course.
