1. General

What does that mean? 

Objects used must be referred to by explicitly naming and describing them in the existing text. Internal textual objects refer to text, headings, footnotes and endnotes, as well as text boxes. External textual objects include, for example, hyperlinks. Graphical objects, on the other hand, include images, shapes, diagrams, tables, SmartArt and WordArt. All these objects must not only be referred to by their visual and auditory characteristics, such as colour, size, shape, position, volume or pitch, but must also be clearly named in text form. It is advisable to describe objects in the course description using specific text.

Why is it important?

To ensure an accessible learning experience within a Moodle course, it is important that text and images can be understood regardless of any specific sensory ability, such as sight or hearing. Please bear in mind that not all students are equally able to navigate the course, whether due to, for example, visual impairments, concentration difficulties or sensory overload.

By clearly labelling and describing textual and graphical elements, the Moodle course becomes accessible to all recipient and helps them find their way around. 

How can you put this into practice or check it?

If you wish to create a precise reference to an internal or external textual or graphical object, it is advisable to follow these steps:

1. Firstly, you should identify the object and ensure that it has a clear and concise name.
2. Next, you should describe the object in one or two sentences to explain its function and significance. Use clear and precise language to avoid misunderstandings.
3. Next, it is advisable to add a unique identifier, such as a number or a letter, to identify the object unambiguously. This is particularly important if you are referring to several objects on the slide.
4. Once you have the unique identifier and the description of the object, you can insert the reference into the text. Use the identifier and the description to ensure your reference is clear and precise.

The following list sets out recommended phrasing for referring to objects in the text:

1. As shown in Table/Figure [number] …
2. As demonstrated in [author(s), year] …
3. As described/mentioned in [slide title, page/paragraph number] …
4. As was found in [name of study, year] …
5. As was shown/mentioned in the previous [table/figure, section] …
6. As is evident from the data/results of [study name, year] …
7. As mentioned/stated in [Author(s), Year, page/paragraph number] …
8. As mentioned/explained in [section or chapter number] …
9. As can be seen in the red circle [position of the circle] …

What does that mean? 

The aim should be to use colour sparingly and appropriately to convey information. Before the integration of colour into an information medium, it is advisable to carefully consider whether, and to what extent, it can help to improve the communication of information.

Why is it important?

For some recipient, too much colour can be a distraction or, due to heightened visual sensitivity, disrupt the flow of reading. In addition, there are recipient who cannot clearly distinguish between all colours or who work without relying on colour-coded presentation. If information is conveyed exclusively through colours, these recipient may miss or fail to understand important information.

How can you put this into practice or check it?

It is advisable to keep the number of colours used to a minimum in order to convey a clear and comprehensible message. Furthermore, when deciding which colours to use, consideration should be given to whether they are necessary, to ensure that they actually add value to the communication of information.

If colours are nevertheless used to convey information, this information should also be conveyed through other means, such as symbols, labels or patterns (see 1.3). It is also helpful to carry out a check using a colour contrast analyser to ensure that the content does not contain any contrast errors. 

What does that mean? 

It is recommended that information should not be conveyed solely through colour, but also through text, symbols or patterns. This means, for example, that in a diagram, both colour AND a pattern should be used to represent a bar. For example, buttons in green and red are also labelled ‘yes’ and ‘no’. This helps ensure that the information is perceived more clearly at a glance.

Why is it important?

If information is conveyed exclusively through colours, recipients who cannot perceive all colours clearly may find it difficult to understand this information. There is a risk, therefore, that information conveyed solely through colours may be lost on such groups of people. Recipient with colour vision deficiency, for example, find it difficult to perceive certain colours or contrasts. Consequently, colours with the same saturation may prevent the content from being fully perceived, resulting in not all the information being taken in. Grey-scale contrasts should also be used sparingly, as viewers with colour vision deficiencies may find it difficult to distinguish between certain shades of grey or differences in brightness.

By also using labels, symbols or patterns, information can be presented in a variety of ways. This ensures that it remains accessible to groups who work independently of colour-coded displays, who are easily distracted by bright colours, or who are highly sensitive to visual stimuli.

How can you put this into practice or check it?

Diagrams and other visual elements should be viewed in various ways to check their accessibility, for example by hiding colours or adjusting the brightness, to ensure that the information is easily understandable regardless of colour.