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Contents: The importance of a course structure; guidance on implementation.  Why is the structure of the course important? ILIAS offers the option to design courses individually, according to the teacher’s preferences. However, this can also make it difficult ...

Contents: The importance of formatting headings; guidance on implementation.  Why are headings important? Headings provide an overview of the content that follows. They help to structure the content and aid navigation. In an ILIAS course room, too, care must b...

Contents: The importance of formatting bulleted lists; guidance on implementation.  Why are lists important? Lists are used to present grouped information in a concise and clear manner. To ensure that assistive technologies recognise them as such, lists must b...

Contents: The importance of using accessible fonts; guidance on implementation.  Why is the font important? For design reasons, it can often be useful to highlight text using colour, italics, bold or underlining. In such cases, care must be taken to ensure tha...

Contents: The importance of precise descriptions/labels; guidance on implementation.  Why are descriptions and labels important? Clear and precise descriptions and labels help to ensure clarity. Descriptions of, for example, links must be able to stand on thei...

Contents: The relevance of using alternative texts; guidance on implementation.  Why are alternative texts important? Images cannot be described by assistive technologies. It is therefore essential to provide alternative text for images, graphics and other vis...

Contents: The importance of taking into account course objects with barriers; a list of course objects.  Why should course objects with barriers be taken into account? Although ILIAS takes care to design and programme the learning platform and the resources it...

Kalemba, S., Neumann, F. & Cetin, H. A. (2025). Lernraum für (digitale) Barrierefreiheit in der Lehre. SHUFFLE – Hochschulinitiative digitale Barrierefreiheit für Alle, PH Freiburg (Released under a CC BY 4.0 licence). Retrieved on 14 January 2026, from https:...

Content: General, Course, Text, Heading, Link, Graphic, Video/Audio, Table, Material. The links in the individual checkpoints lead directly to the relevant information in the implementation guide. There you will find specific guidance on how to implement the r...

Contents: Reference to objects, use of colours, colours used to convey information. 1.1 Reference to objects References to internal or external textual or graphical objects are made by explicitly naming them, not solely on the basis of a description of their v...

Contents: Course format, course structure, naming activities, naming text fields, table of contents, activities, accessible question types. 2.1 Course format The selected course format is accessible. Further information What does that mean? In Moodle, you can ...

Contents: Font, text alignment, lists and bulleted lists, contrast ratio, paragraph formatting. 3.1 Font The font should be sans-serif (e.g. Arial, Helvetica), neither too thick nor too thin, and emphasis (e.g. bold) should be used sparingly. Further informati...

Contents: Format template, subheadings, headings within activities, numbering of headings.  4.1 Format template Headings are created in the text editor using format templates. For example: "Heading 3 (h3)". There is only one h1 heading. Further information Wha...

Contents: URLs in the body text, links to programmes, opening links. 5.1 URLs in the body text URLs do not appear in plain text within the body of the text. Instead, hyperlinks are inserted, clearly labelled and easy to understand. Further information What doe...

Content: Alternative text, complex images, information-bearing elements, text graphics, animations. 6.1 Alternative text Images include a short, concise alternative text (max. 125 characters). Images with no substantive meaning are marked as decorative.  Furth...

Content: Uploaded videos, subtitles, audio description, meaningful titles, transcripts, longer audio recordings. 7.1 Uploaded videos Uploaded videos can be switched on and off and do not play automatically.  Further information What does that mean? In Moodle, ...

Contents: Labelling of the material, accessibility of the material. 9.1 Labelling of the materials The materials provided in the course are clearly labelled and their format is specified (e.g. ‘PDF’). Further information What does that mean? All course materia...

SHUFFLE – Hochschulinitiative digitale Barrierefreiheit für Alle & ZAB – Zentrale Anlaufstelle Barrierefrei. (2025). Moodle-Kurse barriererfrei gestalten. (Published under a CC BY 4.0 licence). Retrieved on 19 February 2026, from https://openmoodle.uni-bielefe...