Instructional Design
Learning Strategy
Accessibility Integration
Training & Facilitation
Context
A small instructional design team was asked to provide accessibility guidance for an entire higher education learning community while continuing their regular project work. As ADA Title II deadlines approach, the volume and complexity of faculty questions are increasing.
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Team members were spending significant time searching for answers about legal requirements and how WCAG 2.1 Level AA applied to specific content situations. Although they had completed an online accessibility training, they still felt uncertain and overwhelmed when responding to real-world questions. They needed practical clarity.
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Design Considerations
The team director requested an eLearning course to help staff better understand and apply complex accessibility guidelines. The need was immediate. As ADA Title II deadlines approached, the team needed practical support to respond confidently and accurately to faculty questions.
The timeline was tight. From kickoff to final delivery, I had less than one week to design and develop a solution that would provide immediate value.
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Additional constraints shaped the design:
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Team members had limited time for training or extended practice scenarios.
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Knowledge levels varied. Some had foundational accessibility knowledge, but many were unsure where to locate relevant guidelines or how to interpret WCAG 2.1 Level AA in specific situations.
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Some team members also struggled to clearly explain what ADA Title II requires, why it matters, and how it connects to faculty work.​
The solution needed to be concise, practical, and structured in a way that built clarity and confidence quickly.
Approach
I designed a self-paced eLearning in Articulate Storyline that can be completed from start to finish or used as a practical reference tool.
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The course begins with a concise overview of ADA Title II and WCAG 2.1 Level AA, clarifying how the legal requirements and technical standards connect. A central focus of the training is the hierarchical structure of WCAG, including principles, guidelines, and success criteria. Rather than expecting team members to memorize standards, the course emphasizes how to quickly locate relevant criteria and interpret them in context.
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Participants are also introduced to common disability categories and how digital content can create barriers for different users. Scenario-based practice questions allow learners to reference WCAG directly, identify who is impacted by specific barriers, and determine appropriate remedies.
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Impact​
The scenario-based portion of the course is intentionally ungraded. The goal is not to test recall, but to provide guided practice navigating and interpreting WCAG standards. The focus is not on memorizing guidelines, but on understanding how to locate relevant principles, guidelines, and success criteria and apply them in realistic situations. The practice activities are designed to build fluency and confidence in finding and interpreting standards as questions arise.
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Because the primary objective of the training is increased confidence and accuracy in responding to faculty questions, evaluation extends beyond course completion. The team director and I planned a follow-up conversation after rollout to assess real-world impact. Team members will provide feedback on the clarity, usefulness, and usability of the training. They will also identify any faculty questions that remain difficult to answer, which will inform future revisions or supplemental resources.
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This approach allows the training to function as both an immediate support tool and an evolving resource aligned with the team’s ongoing needs.
​Roles and Responsibilities
Instructional Designer • Learning Needs Analysis • eLearning Developer
Programs & Tools Used
Articulate Storyline • Microsoft Word • Jira • Confluence
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My Process
Needs Analysis & Alignment
I began with a focused intake meeting with the stakeholder to clarify the performance gap, timeline constraints, and audience needs. We discussed the specific types of faculty questions the team was receiving, where confusion was occurring, and what improved performance would look like after the training. From this conversation, I identified the core objective: build fluency in locating and interpreting WCAG standards quickly and accurately.
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Content Strategy & Structure
​I created a detailed content outline identifying essential concepts and intentionally narrowing the scope to meet the compressed timeline. I then translated the outline into a structured training blueprint, mapping modules, navigation paths, and interactive scenario sections.
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The course was designed to function both as a guided learning experience and as an on-demand refresher, allowing learners to move sequentially or jump directly to relevant sections.
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Development & Accessible Design Modeling
​I developed the course in Articulate Storyline, designing for clarity, usability, and efficient navigation. Because the audience had varying levels of prior knowledge, the structure supports both linear progression and selective exploration.
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In addition to teaching accessibility concepts, I intentionally modeled accessible design within the course itself. The visual design uses high-contrast text on a soft, off-white background to reduce glare and visual fatigue. I selected muted, balanced colors and avoided sudden animations, flashing elements, or unnecessary motion. Interactions are purposeful and predictable, reducing cognitive load and reinforcing clarity.
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Accessibility Testing & Iteration
​Accessibility testing was embedded into the development process. I manually tested keyboard navigation to confirm logical focus order, visible focus indicators, and full functionality without a mouse. I conducted screen reader testing using VoiceOver to verify accurate reading order, meaningful alternative text, and clearly labeled interactive elements.
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The stakeholder was included at key checkpoints to ensure accuracy and alignment. After the initial build, I gathered feedback from the stakeholder and an internal reviewer, iterated on the design, and then conducted a final evaluation with two volunteers: one with no accessibility experience and one with extensive expertise. This dual review allowed me to assess both clarity for newer learners and accuracy for experienced practitioners before rollout.