Step 1 – Select or recall an e-Learning environment 

  1. Choose a platform: It can be one you currently use or know well.

  2. Either explore it briefly (if possible) or reflect on your last experience using it:

    • How are contents structured?

    • Are there any visible accessibility options?

    • What forms of interaction and assessment are offered?

Step 2 – Critical evaluation 

For each of the five criteria below, write a short response (2–3 sentences) addressing the guiding questions.

1. Technical accessibility – WCAG 2.2 Standards

  • Are features available to support students with disabilities (e.g. keyboard navigation, screen reader support, visual contrast)?

  • Are the contents perceivable, operable, understandable, and robust?

👉 Write: Assess the platform’s overall accessibility and give a specific example (positive or negative).

2. Universal Design for Learning (UDL)

  • Are there multiple ways to access and engage with content?

  • Is there any personalisation or adaptability available?

👉 Write: Identify one feature that supports (or limits) learning diversity.

3. Cultural inclusivity

  • Do the materials reflect or respect cultural diversity?

  • Can learners bring their own experiences into the course?

👉 Write: Reflect on how culturally inclusive the platform (and its contents) is.

4. Flexibility in assessment methods

  • Can learners demonstrate understanding in different ways (e.g. videos, presentations, essays)?

  • Is personalised feedback supported?

👉 Write: Comment on the variety and accessibility of assessment methods offered.

5. Built-in assistive tools

  • Are tools such as subtitles, screen readers, or transcription options included?

  • Is support for neurodiverse learners or those with specific learning difficulties available?

👉 Write: Identify a useful tool or note its absence.

Example (Platform Chosen: Moodle)

1. Technical Accessibility
Moodle supports keyboard navigation and screen readers. However, some resources uploaded by lecturers (e.g. scanned PDFs without selectable text) reduce overall accessibility. This makes the user experience inconsistent.

2. Universal Design for Learning (UDL)
Moodle allows uploading of text, video, and quizzes. There are opportunities for learners to choose how they engage with content. However, in practice, many courses still rely mostly on reading and writing tasks.

3. Cultural Inclusivity
The platform itself does not restrict inclusivity, but most content is written from a Eurocentric perspective. Very few examples are adapted to diverse cultural backgrounds unless intentionally added by the lecturer.

4. Flexibility in Assessment
Moodle technically supports diverse submission types (e.g. videos, audio, documents), but most lecturers only allow one method. Assessment criteria are often standardised and not tailored to diverse learner needs.

5. Assistive Tools
The platform supports screen readers and has areas for uploading transcripts, but automatic subtitles or text-to-speech features are not integrated. Learners need external tools for additional support.

Step 3 – Final reflection 

Choose one of the five criteria and answer these two questions:

  1. Why do you think this aspect is especially important for inclusive teaching?

  2. What would you suggest to improve this aspect on the platform you evaluated?

 

Last modified: Monday, 5 May 2025, 8:28 PM