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Moodle accessibility statement

Accessibility statement for ble.lshtm.ac.uk

This statement focuses on providing information relating to the provision of inclusive learning and teaching on the London School of Hygiene and Tropical Medicine (LSHTM) Moodle platform. This includes face to face and distance learning provisions. It does not cover any element of School web content outside of Moodle and teaching resources.

How to report accessibility issues with Moodle or teaching resources

We are always looking to improve accessibility. If you need to report an accessibility issue with Moodle or request information to be in a different format like accessible PDF, large print, easy read, audio recording or braille, please contact the relevant support office: 

  • London based staff and students – contact the Teaching Support Office by email at tso@lshtm.ac.uk
  • Distance Learning staff and students – contact Distance Learning Support by email at dlsupport@lshtm.ac.uk

Extended services

Contact details and further support, regarding the School’s extended services and assistive technologies available can be found on the Disability Support page of the School website.

Enforcement procedure

The Equality and Human Rights Commission (EHRC) is responsible for enforcing the accessibility regulations. If you’re not happy with how we respond to your complaint, contact the Equality Advisory and Support Service (EASS).

LSHTM Moodle Virtual Learning Environment (VLE)

We intend to provide a technically accessible VLE by ensuring:

  • LSHTM Moodle, managed by The London School of Hygiene and Tropical Medicine (LSHTM), is accessible to the widest possible audience, regardless of specific needs or disabilities.
  • LSHTM Moodle technical development is in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.

To achieve this, we are committed to:

  • Using a VLE that permits zoom in up to 300% without the text spilling off the screen.
  • Using a VLE that allows navigation of most of the website using just a keyboard.
  • Using a VLE that allows navigation of most of the website using speech recognition software.
  • Using a VLE that allows the listening to of most of the website using a screen reader (including the most recent versions of JAWS, NVDA and VoiceOver).
  • Annually reviewing and updating the VLE accessibility statement to outline progress against known issues toward Web Content Accessibility Guidelines Version 2.1 AA standard.

How we have tested LSHTM Moodle (interface, navigation and core elements)

  • Sample pages were tested locally on 14 August 2020, using the WebAIM Web Accessibility Evaluation Tool – WAVE browser extension (Firefox) from the webaim.org website. In total 7 pages were sampled.

As of September 2020, we are aware that:

LSHTM Moodle is not compliant with the Web Content Accessibility Guidelines version 2.1 AA standard. The non-compliances relating to the Moodle interface, navigation and core elements are listed within the LSHTM Moodle accessibility testing report. Non-compliances relating to teaching resources are listed in the next section of this statement.

Teaching resources embedded within or linked to Moodle VLE

We intend to provide accessible learning resources by ensuring:

  • Teaching staff create PowerPoint presentations, Word and PDF documents using a clear layout, alt text descriptions for images, sans serif fonts at a minimum 11pt, coloured text that has high contrast against backgrounds and descriptive links.
  • Teaching staff and course/module administrators adhere to accessibility recommendations when editing within Moodle such as labels, text boxes, section headings or resource descriptions.
  • Teaching staff provide all teaching resources before they are required by students.
  • All recorded LSHTM videos to include a text transcript and presentation slides as minimal requirement, with auto or manual captioning where possible. For longer recordings, e.g. lectures, where text transcript creation proves problematic, presentation slides with additional notes for clarification should be available. Third-party video use, such as those shared via YouTube links, have the in-built captioning function available, wherever possible or are summarised in text by teaching teams if an essential part of study.
  • Third-party interactive activities are checked for accessibility parameters prior to being used with students, whilst teaching teams establish an alternative method for students to engage, if required.

To achieve this, we are committed to:

  • Providing guidance, and annual staff development for teaching staff on how to create inclusive PowerPoint, Word and PDF resources, using sector best practice recommendations and championing use of the in-built accessibility checker tools as standard practice.
  • For 2020-2021 a Universal Design for Learning Framework is being used to guide teaching staff on inclusive design of modules.
  • Providing teaching teams with standardised and optimised School templates for all teaching resource creation, designed centrally by the LSHTM Communications and Engagements team.
  • Working closely with teaching teams on the construction of their Moodle based modules to ensure they are as inclusive as possible, using Universal Design guidelines, including how to create video transcripts and captions, where possible.
  • Working closely with teaching teams and course/module administrators to ensure editing in Moodle uses the ‘Atto’ HTML editor accessibility checker and the equation and table editors.
  • Ensuring all teaching teams have a process for students to request accessible content, if identified and working with teaching teams to ensure such resources are replaced with inclusive resources as soon as possible.
  • For 2020-2021, signposting to SensusAccess is clearer and more prevalent, designed to provide format transformation and conversion opportunities to students where required.
  • Providing all course/module administrators with an accessibility resource for all Moodle module pages which communicates simple tools students can use to improve their learning experience, including how to access accessibility features on a Windows computer and Mac, navigating Moodle via the keyboard, IT support within Moodle, free screen reading software, contrast browser extensions, assistive writing tools, free voice typing and text to speech software and translation websites.
  • Informing academic staff of potential accessibility challenges, e.g. Moodle drag and drop quiz question types may not be accessible to keyboard users and how to provide alternatives for students.

How we have tested teaching resources within or linked to Moodle

  • A sample review of the curriculum took place in January 2019 based on Universal Design guidelines. A total of 25 individual modules were audited.
  • For 2020-2021, a responsibility matrix outlines who is accountable for the checking of accessibility within individual modules.

As of September 2020, we are aware that:

  • Some PowerPoint presentation, Word or PDF documents do not exhibit all the accessibility good practice recommendations provided within the training or guidance resources.
  • Some teaching resources may not function completely with screen reading software due to accessibility issues.
  • Some recorded LSHTM videos do not have text transcripts or captions included.
  • Some links are not described effectively and are therefore not as easy to navigate.
  • Some text within Moodle does not reflect accessibility guidelines.
  • Some third-party interactive teaching activities are not optimised in terms of accessibility, e.g. use of Padlet as an online bulletin board displaying images, text and other media.
  • Some aspects of the Distance Learning Computer Assisted Learning (CAL) resources developed by LSHTM are not fully accessible. Further information is available in the Distance Learning CAL accessibility statement. 

Third party teaching resources used alongside Moodle

We intend to make sure all third-party teaching resources are accessible by:

  • Ensuring each tool has accessibility features built-in to their platform, e.g. Panopto, Blackboard Collaborate and Turnitin UK and reconsidering use if deemed not accessible.

To achieve this, we are committed to:

How we intend to improve accessibility

We hope to achieve Web Content Accessibility Guidelines version 2.1 AA standard as soon as possible. This will involve a technical move toward a new Moodle theme with enhanced icons, improved interface design, customisable heading styles and paragraph formatting. Additionally, development of accessibility awareness within the School, investment in assistive technology and continued support for both students and staff will continue.

Technology Enhanced Learning (TEL) and E-Learning accessibility roadmap

This operational roadmap will provide a snapshot of intended progress from 2019-2020. However, it will develop further through influence of the school-wide accessibility working group formed in 2020, led by senior leadership.

August 2020
  • Accessibility teaching team training
  • Module design using UDL framework
  • Exploration of Blackboard Ally procurement
September 2020
  • Accessibility teaching team training
  • Modular checking of accessibility per module
  • Source captioning options
October 2020
  • Accessibility teaching team training
  • Teaching team and course/module administrator support
November 2020
  • Teaching team and course/module administrator support
December 2020
  • Teaching team and course/module administrator support
January 2021
  • Teaching team and course/module administrator support
  • Accessibility teaching team training
February 2020
  • Teaching team and course/module administrator support
  • Accessibility teaching team training
March 2021
  • Accessibility teaching team training
  • Teaching team and course/module administrator support
  • Testing of Moodle upgrade for accessibility enhancements
April 2021
  • Accessibility teaching team training
  • Teaching team and course/module administrator support
  • Testing of Moodle upgrade for accessibility enhancements
May 2021
  • Accessibility teaching team training
  • Teaching team and course/module administrator support
  • Testing of Moodle upgrade for accessibility enhancements
June 2021
  • Teaching team and course/module administrator support
July 2021
  • Accessibility teaching team training
  • Teaching team and course/module administrator support
August 2021
  • Accessibility teaching team training
  • Moodle upgrade to v3.9
  • Teaching team and course/module administrator support
September 2021
  • Accessibility teaching team training
  • Teaching team and course/module administrator support

Preparation of this accessibility statement

This statement was revised on 21 September 2020 by LSHTM E-Learning and Technology Enhanced Learning (TEL) teams who directly support the learning and teaching teams in their roles at the School.