The evaluation took the form of a critical analysis of courses in terms of their accessibility to people with sensory, cognitive and/or physical disabilities. The courses examined were those developed by academic designers at UNSW. The methodology took a combined approach of:

• Evaluation of the courses by the researcher
• Discussion with and survey of designers
• Interview with students with disabilities and student evaluation of accessibility of online courses

A number of aspects of courseware design were considered including structure, presentation, content, navigation, communication, and compatibility with Assistive Technologies.

Findings and Conclusions

The findings of this investigation have been distilled into a set of guidelines for designers of courses in WebCT, but which are generally applicable to all web based learning environments. The guidelines take the form of checkpoints, with advice and techniques for implementation. They can be summarised as follows:

• Ensure consistent and appropriate use of graphics, icons and other visual cues.
• Ensure all graphics, figures, and other illustrations include a text equivalent.
• Organise content to take account of the transition to an online environment.
• Use the features provided by WebCT to organise and structure course content.
• Make PDF and other read only file formats accessible.
• Be aware of the limitations of screen readers in interpreting unusual text, characters and abbreviations.
• Ensure that tables are carefully and appropriately used.
• Ensure appropriate use of colours and contrasts in screen design.
• Provide alternative sources of information for video or audio.

The guidelines represent an instrument that is specifically aimed at assisting in the design of online learning environments, but the principles can be applied to any web based learning environment.

The key to accessible courseware is to take a learner centred design approach, one which takes account of the needs of the learner. Although one cannot expect to always meet all the needs of every learner, reasonable steps can be taken to ensure the widest participation. Even if the needs of all potential users cannot be met, the teacher/designer should be aware of exactly who might be excluded. Designing for inclusion provides the opportunity to develop accessible courses for all students, and the move to online learning prompts academics to reconsider teaching and learning practices for all students.

These guidelines concerned with accessibility are consistent with EDTeC's Strategic Plan 2001(http://www.edtec.unsw.edu.au) and are reflected in the UNSW Values expressed in the Five Year Plan 1999.

This project is supported by a Study Abroad Fellowship from the Leverhulme Trust, United Kingdom.