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Open Study accessibility statement

Accessibility statement for open.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) Open Study 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’re 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 us by email at openstudy@lshtm.ac.uk.

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).

Open Study at LSHTM Virtual Learning Environment (VLE)

We intend to provide a technically accessible VLE by ensuring:

  • Open Study at LSHTM, managed by The London School of Hygiene and Tropical Medicine (LSHTM), is accessible to the widest possible audience, regardless of specific needs or disabilities.
  • Open Study at LSHTM 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 Open Study at LSHTM (interface, navigation and core elements)

Sample pages were tested locally on 22 June 2022, 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 2021, we are aware that:

Open Study at LSHTM 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 Open Study at LSHTM 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 in a timely manner.
  • All recorded LSHTM videos to include auto-generated captions and auto-generated text transcript as minimal requirement, with presentation slides or lecture notes where possible. Where auto-captions impede learning and a request has been received by a student, enhanced captions and transcript will be made 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.
  • Making available 23 a Universal Design for Learning Framework 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.
  • Running workshops for teaching teams and course/module administrators on editing in Moodle, using 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.
  • Ensuring that students have access to SensusAccess to provide format transformation and conversion opportunities to students where required.
  • Providing information to students regarding simple accessibility 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.

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.

As of September 2022, we are aware that:

  • 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 modifying the Moodle themes where practicable, further development of accessibility awareness within the School, investment in assistive technology and continued support for both students and staff.

Centre for Excellence in Learning and Teaching (CELT) and E-Learning accessibility roadmap

This operational roadmap will provide a snapshot of intended progress from 2022-2023. However, it will develop further through influence of the school-wide accessibility working group formed in 2020, led by senior leadership.

August 2022
  • Accessibility resources and guidance for staff are available on Moodle
  • UDL framework available as guidance for teaching staff
September 2022
  • Preparation of accessibility training for teaching staff
  • Modular checking of accessibility per module
  • Signposting accessibility tools to students
October 2022
  • Delivery of accessibility training for teaching staff
  • Teaching team and course/module administrator support
November 2022
  • Establishment of a Moodle accessibility review group
  • Teaching team and course/module administrator support
December 2022
  • Teaching team and course/module administrator support
January 2023
  • Teaching team and course/module administrator support
  • Accessibility teaching team training
February 2023
  • Teaching team and course/module administrator support
  • Accessibility teaching team training
March 2023
  • Accessibility teaching team training
  • Teaching team and course/module administrator support
April 2023
  • Accessibility teaching team training
  • Teaching team and course/module administrator support
May 2023
  • Accessibility teaching team training
  • Teaching team and course/module administrator support
June 2023
  • Teaching team and course/module administrator support
July 2023
  • Accessibility teaching team training
  • Teaching team and course/module administrator support
August 2023
  • Accessibility teaching team training
  • Moodle upgrade (version as yet to be determined)
  • Teaching team and course/module administrator support
September 2023
  • Preparation of accessibility training for teaching staff
  • Modular checking of accessibility per module
  • Signposting accessibility tools to students

Preparation of this accessibility statement

This statement was revised on 26 September 2022 by LSHTM E-Learning, Centre for Excellence in Learning and the Pro Director Education who directly support the learning and teaching teams in their roles at the School.