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When creating e-learning content for courses, workplace training, or professional development, follow these steps to ensure your content is accessible to all learners, including those with disabilities. This guide focuses on Articulate Rise 360 and Storyline 360, the most commonly used authoring tools at UGA, but the principles apply to any e-learning platform.

 

Why this matters

E-learning content often combines text, images, audio, video, and interactive elements in ways that can create barriers for learners with disabilities. Screen reader users may struggle with poorly structured content. Keyboard-only users may be unable to complete drag-and-drop activities. Learners who are deaf or hard of hearing cannot access audio without captions or transcripts.

Under ADA Title II, UGA must ensure that its digital services – including e-learning – are accessible to individuals with disabilities. Designing accessible courses from the start is more efficient than remediating them later, and it benefits all learners through clearer structure, better navigation, and more flexible content delivery.

 

Step 1: Build understanding of digital accessibility

Before diving into authoring tools, develop a foundation in digital accessibility principles. Review Getting Started with Digital Accessibility for core concepts, and use the Digital Accessibility Checkpoints to understand what accessibility looks like in practice.

Take advantage of learning resources available to the UGA community:

  • Explore DASH training courses, workshops, and events on accessibility and inclusive design.

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Step 2: Learn accessibility features of your authoring tool

Articulate Rise 360 and Storyline 360 are the most commonly used authoring tools at UGA. Both have built-in accessibility features, but you need to know how to use them effectively.

Start with Articulate’s accessibility resources:

If you use a different authoring tool (such as Adobe Captivate, iSpring, or Lectora), consult that tool’s accessibility documentation and apply the same design and testing principles described below.

 

Step 3: Design with accessibility in mind

Accessibility is not an afterthought – it should be built into your course design from the start.

Follow these design principles:

  • Use clear, logical structure with heading hierarchies. Users relying on screen readers navigate via headings. Organize content with a consistent heading structure so learners can understand how the course is organized and skip to relevant sections.
  • Ensure easy navigation. Limit course modules to focused topics. Keep lessons short (5-10 minutes) so learners can complete them without losing their place.
  • Write clear instructions. Explain what learners need to do before they interact with complex components. Do not assume learners can see the layout or visual cues that indicate how to interact with an element.
  • Consider keyboard navigation. Not all users can use a mouse. Test that all interactive elements are keyboard accessible, including navigation controls, buttons, and interactive exercises.
  • Provide text alternatives for media. Add captions for video and audio content. Provide transcripts for audio recordings. Add alt text for all meaningful images.
  • Use accessible color and contrast. Ensure text meets color contrast requirements and do not rely on color alone to convey meaning. For example, “click the green button” is not accessible if color is the only indicator.

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Step 4: Choose accessible components

More complex components are often harder to make accessible. Choose components that balance engagement with accessibility.

  • Review Articulate’s Choosing Accessible Components guidance.
  • Prefer simple, interactive elements (text, buttons, basic interactions) over highly complex custom interactions.
  • Avoid drag-and-drop activities unless you also provide an accessible alternative (such as a dropdown or multiple choice version).
  • If you use media (audio, video), always provide captions and transcripts (see Step 3 above).
  • For timed activities, provide options to extend or remove time limits. For more information, see the Time Limits accessibility page.

 

Step 5: Test for accessibility

Testing is essential. Use built-in tools and manual testing methods to catch accessibility issues before publishing.

For Storyline 360

For Rise 360

  • Rise 360 has no built-in accessibility checker. Use browser-based tools such as WAVE or axe DevTools to test your published output.
  • Test keyboard navigation and screen reader compatibility.
  • Preview published content in a browser (not just in the Rise editor) to test the actual learner experience.

General testing tips

  • Navigate the entire course using only a keyboard (Tab, Shift+Tab, Enter, Space, arrow keys).
  • Verify that focus is visible at all times and moves in a logical order.
  • Check that all images have meaningful alt text and decorative images are marked appropriately.
  • Confirm that all video and audio content has accurate captions and/or transcripts.
  • Test at 200% zoom to ensure content remains readable and functional.

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Common mistakes to avoid

  • Relying on drag-and-drop without alternatives: Drag-and-drop interactions are not accessible to keyboard-only or screen reader users. Always provide an alternative interaction method.
  • Missing captions and transcripts: Audio and video content without captions excludes learners who are deaf or hard of hearing.
  • Using images of text: Text embedded in images cannot be read by screen readers or resized by users. Use actual text whenever possible.
  • Poor heading structure: Skipping heading levels or using bold text instead of actual headings breaks navigation for screen reader users.
  • Inaccessible navigation: Custom navigation that only works with a mouse prevents keyboard users from progressing through the course.
  • Insufficient color contrast: Low contrast text is difficult to read for users with low vision, especially in presentations and interactive elements.
  • Timed activities without extensions: Quizzes and activities with strict time limits can prevent learners with disabilities from completing them.
  • Testing only visually: A course can look correct but still be inaccessible. Always test with keyboard navigation and a screen reader.

 

Additional resources

  • UGA Libraries – Research support and instructional design resources.
  • Accessible Documents – For documents embedded in or distributed alongside e-learning content.
  • Course Content – For broader guidance on making course materials accessible.
  • Integrating Library Resources into Your Course (UGA Libraries Guide) -This guide from the University of Georgia Libraries provides guidance on accessing and using library resources in ways that support digital accessibility and compliance with ADA Title II and WCAG 2.1 AA.It explains how library materials fall into two main categories: licensed resources, such as databases, e-books, and journals provided by third-party vendors, and digitized collections created from the University’s physical holdings. Because many licensed resources are developed externally, accessibility may vary across platforms.The guide outlines practical steps for improving access, including:
  • Linking to library resources instead of uploading files when possible
  • Prioritizing HTML versions of content, which are typically more accessible than PDFs
  • Using course reserves to request accessible versions of required readings
  • Reviewing vendor accessibility information, including VPATs and available remediation services

It also highlights available support. Students who encounter barriers can request assistance, and instructors can work with the Libraries to identify or create more accessible course materials.

This resource is especially important for instructors, as it connects course design decisions with accessibility outcomes and reinforces a shared responsibility between faculty, Libraries, and accessibility services.

WCAG criteria

This guide addresses the following WCAG 2.1 success criteria:

  • 1.1.1 Non-text Content (Level A) – Provide text alternatives for images and non-text content.
  • 1.2.2 Captions (Prerecorded) (Level A) – Provide captions for all prerecorded audio content in video.
  • 1.3.1 Info and Relationships (Level A) – Use proper heading structure, lists, and semantic markup.
  • 1.4.3 Contrast (Minimum) (Level AA) – Ensure sufficient color contrast for readability.
  • 2.1.1 Keyboard (Level A) – All functionality must be operable via keyboard.
  • 2.2.1 Timing Adjustable (Level A) – Provide options to extend or remove time limits.
  • 2.4.3 Focus Order (Level A) – Navigate elements in a logical order.
  • 3.1.1 Language of Page (Level A) – Identify the language of the content.
  • 4.1.2 Name, Role, Value (Level A) – Components must be compatible with assistive technologies.

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Getting help

If you have questions or need assistance, the Digital Accessibility Services Hub (DASH) is available to support colleges, schools, and administrative units as they build sustainable accessibility practices.

Accessibility is a shared responsibility, and every step you take makes UGA’s digital environment more inclusive.

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Learn More About Digital Accessibility

Learn about the new federal rules regarding web accessibility from the U.S. Department of Justice and web content accessibility guidelines.

DOJ Web Accessibility Rule WCAG 2.1 Guidelines