Why AI voice selection is a learning design decision, not just a sound-quality choice.

Why AI Voice Selection Matters More Than Ever in eLearning

AI narration has changed the economics of audio in online learning.

What used to require:

• Voice talent coordination
• Recording sessions
• Budget and timeline tradeoffs

…can now be done quickly and affordably using AI voice tools.

That’s a major opportunity for eLearning agencies and instructional design teams — but it also introduces a new risk: choosing a voice that sounds “good,” but works against learning.

As audio becomes easier to add, voice selection becomes a design decision, not a production afterthought.

What Research Reveals About Voice and Learning

Across cognitive psychology, multimedia learning, and human–computer interaction research, one pattern is consistent: how information is delivered affects how well it’s learned.

Voice tone, pacing, and emotional delivery influence:

• Cognitive load
• Learner trust
• Motivation and attention
• Emotional readiness to learn

Below are the research-backed insights that matter most for practice.

1. Cognitive Load: When Voice Helps — or Hurts — Learning

Learning is limited by working memory. When narration adds unnecessary effort, learners spend energy processing delivery instead of content.

Research on Cognitive Load Theory and multimedia learning shows that:

• Overly fast narration
• Excessive expressiveness
• Emotionally mismatched tone

…can increase extraneous cognitive load, especially in technical or procedural content.

Practical takeaway

For high-density learning (compliance, systems, procedures):

• Neutral, steady narration often improves comprehension
• Clear pacing supports retention
• Less “performance,” more clarity

A voice can be engaging—and still make learning harder.

2. Voice Tone and Learner Trust

Learners form rapid judgments about a narrator’s:

• Credibility
• Authority
• Warmth

Research in human–computer interaction shows that people respond to AI voices much like human ones—applying the same social expectations.

What this means for course design

• Neutral, confident voices often signal expertise
• Warm, supportive voices can build emotional safety

Neither is universally “better.”

The right choice depends on context and learning intent.

Voice choice shapes whether learners trust the content—or tune it out.

3. Emotion, Motivation, and Engagement

Learning is not purely cognitive.

Educational psychology and affective neuroscience show that emotion directly influences attention and motivation. Narration tone can:

• Increase alertness and engagement
• Support reflection and emotional processing
• Or create fatigue when mismatched

The key insight

Don’t default to:

• High energy
• High empathy
• Or “friendly” voices

Instead, match tone to learning outcomes, just like you do with visuals or interactions.

Why the Voice Selector Focuses on Tone (Not Gender or Accent)

You may notice that the Shine Content Voice Selector doesn’t start by asking for:

• Gender
• Accent
• Age

That’s intentional.

Research shows that preferences for these traits:

• Vary widely by culture and context
• Are shaped by individual experience
• Don’t reliably predict learning effectiveness

What does consistently matter:

• Tone
• Pacing
• Clarity
• Emotional alignment with content

Tone influences learning outcomes more reliably than demographic voice traits.

Once tone is selected, teams can choose from a diverse range of voices that fit their audience.

Human judgment still matters.

You know your learners best.

How to Integrate Voice Selection into Your Design Process

Most teams choose voices late—after scripts are finalized.

A better approach is to treat voice like any other design decision.

Practical starting points

1. Include tone in your creative briefAsk: What kind of presence should this course have?
2. Use sample clips earlyShort audio samples help stakeholders “feel” the course before it’s built.
3. Test with real contentDemo scripts hide problems. Real paragraphs reveal them.

Voice selection works best when it happens before narration—not after problems appear.

Final Thought

The real question isn’t: “Does this AI voice sound natural?”

It’s: “Does this voice help learners understand, stay engaged, and keep going?”

That’s where learning design shows up—and where thoughtful audio choices make a measurable difference.

References

Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2005). Learning from examples: Instructional principles from the worked examples research. Instructional Science, 33(1), 1–18. https://doi.org/10.1007/s11251-004-6406-5

CAST. (2018). Universal Design for Learning Guidelines version 2.2. Wakefield, MA: Author. Retrieved from https://udlguidelines.cast.org

Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x

Kim, Y., & Sundar, S. S. (2012). Anthropomorphism of computers: Is it mindful or mindless?

Computers in Human Behavior, 28(1), 241–250. https://doi.org/10.1016/j.chb.2011.09.006

Mayer, R. E. (2014). The Cambridge Handbook of Multimedia Learning (2nd ed.).

Cambridge University Press. https://doi.org/10.1017/CBO9781139547369

Nass, C., & Brave, S. (2005). Wired for Speech: How Voice Activates and Advances the Human-Computer Relationship.MIT Press.

Pekrun, R. (2014). Emotions and learning. Educational Practices Series–24. International Academy of Education. Retrieved from https://www.ibe.unesco.org/sites/default/files/resources/edu-practices_24_eng.pdf

Sweller, J., van Merriënboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251–296. https://doi.org/10.1023/A:1022193728205

van der Meij, H., & de Jong, T. (2006). Supporting software training: On the role of elaboration in mental model formation. Instructional Science, 34(6), 441–463. https://doi.org/10.1007/s11251-005-6922-7

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Much of this work is driven by English-language business. So much so that organizations we’ve worked with in South America, the Middle East, and South Asia have asked us to focus on English-language training for their staff and students.

The intention behind this English-first approach is to grow capacity and capability in doing business globally, but the result can make onboarding, upskilling, and collaboration more difficult.

Through our ongoing research and practice at Say Yeah, we asked: how might we improve how language is incorporated in learning programs to better enable a global and diverse workforce?

Let’s take a look at how this works.

Getting started with an English-language course is common across the globe. In the examples that follow, we’ll reference our Practical Inclusive Design course.

One of the key considerations (and gaps we see across courses) is that, while new terms are consistently introduced to learners throughout a course, there’s no easy way to gather or reference those terms.

A Glossary should be standard across all courses.

A Glossary is a central reference for learners to jog their memory related to key topical terms. And it allows for so much more.

In addition to gathering key terms related to a course topic, we can move beyond the written word to incorporate audio. This helps learners not just see and spell a word, but also incorporate it into their vocabulary with confidence, whether reading, writing, or speaking.

Better still, we can expand the capabilities of a glossary to include the most common languages spoken in a region, workplace, or with global partners. In our course example, we’ve included English, French, Spanish, and Arabic.

You can easily add more languages that may be relevant to your workforce or group of learners.

Now you can prepare for a discussion with a colleague who speaks another language by reading and listening to those keywords relevant to your conversation in their native language.

And there’s more.

The foundation of the glossary allows for new integrated multi-lingual references across an entire course. Consider when you’re working through a new course, coming across new terms.

On any page of a course, the terms you may not be familiar with are highlighted. By clicking on the term, not only do you see the definition in the language of the course, but you can hear how this word sounds.

If you’re new to English, you can see the word in your native language to help you make the connection to this new English term.

Or, if you’re collaborating with a colleague who prefers a language other than English, you can review the word in their language and join them in conversation.

This kind of integrated multi-lingual learning is a natural evolution for eLearning that we can help you provide, whether integrating these capabilities within your existing eLearning authoring tools or helping you get started.

Get in touch today to talk about how we can help your entire organization learn and work smarter.

Let’s talk

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At Say Yeah, we’re passionate about ensuring everyone has equal access to information and technology and prioritize accessibility in eLearning. However, we recognize that good intentions alone don’t always drive real progress.

In this article, we’ll explore the benefits and limitations of adopting EN 301 549 and what it means—and doesn’t mean—for enhancing accessibility for all.

What is the new accessibility standard EN 301 549?

EN 301 549 is a set of rules and guidelines designed to ensure that ICT products and services are accessible to people with disabilities. This includes things like websites, software, mobile apps, electronic devices, and more. The goal is to make sure that everyone, regardless of their abilities, can use these technologies effectively.

Why is EN 301 549 significant?

There are 6 significant outcomes of Canada adopting EN 301 549:

• Unified national standard
• Alignment with international standards
• Comprehensive coverage
• Promotion of inclusive design
• Potential to drive innovation
• Legal and regulatory clarity

Let’s explore these in more detail.

Unified national standard

Previously, accessibility standards varied across different provinces in Canada. Adopting EN 301 549 creates a single, cohesive standard that applies nationwide, ensuring consistency in accessibility requirements.

Alignment with international standards

By adopting a European standard, Canada aligns itself with global best practices in accessibility. This harmonization can facilitate international trade and cooperation, and make it easier for multinational companies to comply with accessibility requirements in multiple regions.

Comprehensive coverage

EN 301 549 covers a wide range of ICT products and services, from websites and software to mobile apps and hardware devices. This comprehensive approach ensures that accessibility is considered across all forms of digital interaction.

Promotion of inclusive design

The standard emphasizes integrating accessibility into the design and development process from the start. This proactive approach encourages the creation of more inclusive products and services, rather than retrofitting accessibility features later.

Potential to drive innovation

With a clear set of guidelines, companies are encouraged to innovate and develop new solutions that meet accessibility requirements. This can lead to advancements in technology that benefit everyone, not just those with disabilities.

Legal and regulatory clarity

Having a unified standard provides clearer guidelines for businesses and organizations, reducing confusion and helping them understand their legal obligations. This can lead to better compliance and improved accessibility across the board.

So what can we do better?

To truly improve accessibility, we must go beyond checklists and focus on understanding how people with disabilities interact with digital platforms. This involves:

Improving user experiences

Ensuring that digital interfaces are not only compliant but also user-friendly for individuals with disabilities. This requires continuous internal and user testing that includes feedback from the disability community.

Clarity in validation

Developing clear and practical methods to validate an accessible user experience that goes beyond general references to the WCAG. This should involve real-world testing and user validation to ensure that accessibility features genuinely enhance user experiences, but it begins with educating and practicing accessibility across content, design, and code.

At Say Yeah, we are committed to this approach. We believe that accessibility should be about creating inclusive and engaging experiences for all users.

To learn more, check out these three resources that highlight different ways people interact with websites, and the importance of improving these experiences and methods to ensure quality:

A look at the accessibility issues you probably forgot to test for

Delivering accessible online courses

An exciting inflection point for accessibility and inclusion

You can also dive deeper into the challenges of focusing solely on compliance with the 2023 AODA legislative review commissioned by the Ontario Government.

We are thrilled to see Canada taking steps toward a comprehensive accessibility standard, but we recognize that there is still much work to be done.

By prioritizing user experiences and developing clearer validation methods, we can create a more inclusive and equitable digital landscape for everyone.

Looking to deliver more accessible and inclusive digital experiences? We’re here to help.

Get in touch

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This new technology:

• opens up course accessibility
• automates personalization for learners
• remains portable and compatible with existing LMS and HRIS systems.

And it’s only available from Say Yeah!

Let’s explore why this is so important and how it works.

There’s a fundamental challenge with learning where most courses—whether online, hybrid, in a classroom, or led by a workplace trainer—follow a single, typically lecture-based model.

One course, delivered one way, for everyone.

The challenge is, people learn in different ways. And this single model or format for delivering a course doesn’t help everyone learn and grow with confidence.

That’s a problem for workplace preparedness and development, where success is measured by growing the capacity and capability of everyone on a team.

To address this, we’ve developed a software framework that helps you deliver next-generation learning programs to everyone, whether you’re launching a brand new course, or working with an existing LMS or HRIS system.

I’d like to share with you a transformative shift in eLearning that celebrates and supports every learner, giving them the options they need to engage more effectively with course content in order to move from knowledge to action in their day-to-day work. ~ Say Yeah CEO, Lee Dale

When we develop a course together, we combine course content best practices with the latest AI-powered eLearning automations to quickly and easily expand single-track learning to allow people to watch, listen, or read a course.

Included is the ability for every learning to adjust the settings to their ideal:

• Auto advance to the next lesson to keep the course material flowing.
• Scroll with spoken text and have the video move along with you. The video anchors in the corner and the screen scrolls to the text that’s being spoken.
• Highlight spoken text so you can follow along with the narration even more closely.

The settings are designed to support multiple learning modes so every learner can work through the course in a way that works best for them, with the flexibility to adjust at any time.

A sample course interface showing how text highlights as video and audio play and all the available settings adjustments you may choose from.

Impressively, our software accelerates the previously manual process of creating multiple formats for content by leveraging subject matter expertise, instructional design expertise, custom code, and artificial intelligence to quickly and automatically deliver multiple formats that support every learner.

So what used to be difficult to make and manage becomes almost automatic to create, and effortless to update.

Get in touch today to transform your learning programs with automated personalization and discover the impact of adaptive eLearning.

Let’s talk

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If you’re a newcomer to Ontario, or you identify as a person from an ethnic minority, or you’re a person with a physical or cognitive disability, or you receive social assistance, ServiceOntario would like to hear your story.

From March – April 2024, ServiceOntario is hosting conversations and usability testing to understand and improve YOUR experiences with getting things done for yourself, like getting or renewing documents like a health card or driver’s licence.

By sharing your experiences, you’ll be helping to shape how ServiceOntario can better serve everyone in Ontario.

How to participate in the ServiceOntario study

When: Daytime or evenings, March 1 to April 30
How long: Up to 90 minutes, online or phone interviews

In return for your time, selected participants will receive $100. If you’re interested, text 416.768.1195 or write sarahgreenberg@fieldsource.ca by March 1. 

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With an estimated 50% of employees requiring reskilling by 2025, businesses that offer training and upskilling opportunities own a significant competitive advantage.

In this environment, the digital transformation of employee training through eLearning is a game changer. From onboarding to reskilling, online learning saves companies time and money, and has the potential to revolutionize the way we work and learn.

Effective and scalable eLearning gives your workforce the skills and capacity to adapt, innovate, and drive business growth to meet the challenges and opportunities of evolving global trends. However, unlocking the transformational aspects of going digital requires a shift of mindset. It starts with understanding key aspects unique to the digital learning experience.

Diversity, equity, and inclusion (DEI)

Effective eLearning incorporates principles of DEI by creating a sense of belonging for all course participants and helping them connect more deeply to the learning content. This not only improves the quality and effectiveness of employee training programs but can have a significant impact across your business.

Advantages of integrating DEI into your training program

• Increased profits. Companies without a DEI strategy or with an ineffective one are 27% less likely to be profitable compared to their peers. Bringing this practice to your training programs helps set the tone across your organization.
• Employee retention. Creating workplace environments that value the unique perspectives of employees reduces turnover. Demonstrating that you value your diverse employees through your training program content helps set this standard for every employee.
• Greater and more inspired innovation. Employees are more likely to innovate when they are empowered to bring their own ideas and worldviews to their work. Delivering improved, more inclusive training helps every employee grow their capacity and capability to innovate.

When inclusion flourishes, it permeates the whole work environment. It enables everyone to succeed, and it leaves no one out. It has a positive impact on people’s desire to work for an organization and how productive they are, the quality of decision making, customer relations, innovation, revenues, and reputations. ~ Rebekah Steele, INdivisible, 2020

How to leverage DEI to enrich your corporate learning programs

Championing DEI in learning involves engaging learners on a deeper level, for example, by:

• encouraging employees to bring their rich perspectives and realities to their learning experiences
• empowering employees to broaden their perspectives and innovate solutions for diverse markets
• exploring creative ways to promote DEI in organizational processes and practices

To achieve these objectives, digital learning programs can be made more accessible and inclusive through the following tactics.

Snapshot from an organizational training module on inclusive writing guidelines that we created for a client offering health support services for a diverse group of clients. We designed this custom writing guide to support their capacity to be inclusive in serving their market base. These kinds of writing considerations can be applied to any training program content and extend to any content developed by your organization.

• Ensure the stock images, videos, and illustrations used in a course reflect the diverse identities, backgrounds, and roles in your company.
• Use simple, clear, and inclusive language that everyone can easily understand and relate to. We recommend creating a company-wide inclusive writing framework that can be customized for each department.
• Incorporate video translations to serve a multilingual market. For Canadian organizations, consider French, American Sign Language (ASL), and Langue des Signes Quebecoise (LSQ). US organizations may prioritize Spanish and ASL.
• Give learners agency by providing a balanced mix of audio, text, images, and videos.
• Evaluate content for bias and preconceived assumptions about the employees and any other course participants. Are there options for flexibility in the learning program? Do all employees have access to resources and requirements to take the course?

Put learners at the centre of your training programs and watch them flourish.

User experience (UX) and accessibility

Today’s employees have high expectations of their online experiences and interfaces, and that includes your eLearning offerings. Leveraging the convenience and flexibility of eLearning requires expertise in designing a user experience that helps ensure employees can retain and connect new knowledge to their work.

Complicated learning software features, unfamiliar navigation controls, and disorganized course interfaces and content structure on learning management systems (LMSs) can make content inaccessible and difficult to understand.

Drawbacks of poor UX design

• Low learning engagement. Learners disengage when navigating poorly designed interfaces.
• Poor knowledge retention. Employees can’t assess their knowledge and retain information if the course interface and structure are not accessible, organized, and responsive.

How to enhance UX and accessibility to maximize eLearning ROI

Screenshot from a case study demonstrating user experience-led features we developed for George Brown College. Read the case study here.

• Ensure consistency in content flow, navigation controls, and design elements. (Leading with people-centred design allowed us to build a flexible and accessible eLearning program for George Brown College that is now being used across Ontario higher education institutions.)
• Make the course more flexible by providing access via multiple screen sizes and devices. It’s helpful to adapt the course to fit the needs of employees who prefer to learn on their smartphones and mobile devices.
• Tailor the interactions and activities to give choice and agency to the learners. For instance, you may want to incorporate features such as resource aids, personalized reflection activities, and scenario-based assessments to enable course participants to put their learning into practice.
• Deliver similar content in multiple formats—from text to images, quotes, and videos—to improve accessibility and enable participants to engage with content in more than one way and support the diverse learning preferences of each of your learners.

Digital instructional design principles

Instructional design is different from UX design in eLearning, although they work hand in hand. Instructional design focuses on how people learn and how to transform subject matter content into a learning product. UX design then leverages instructional design to ensure the course material translates seamlessly on an LMS platform and is usable, scalable, effective, and accessible to all course participants.

Business impacts of incorporating instructional design principles into corporate training

Implementing instructional design principles in your training programs benefits your employees and organization, improving eLearning ROI in the following ways:

• Enhanced productivity and engagement. From onboarding to reskilling, effective learning programs empower people with the skills to become more effective at their jobs, which leads to increased efficiency and productivity.
• Improved retention. A 2023 Work Institute report analyzing employee retention complexities shows that professional development is a leading reason people resign. Learner-centred training programs help address this by opening up ways for employees to add value and impact to the business while pursuing self-improvement.
• Saved costs. It costs more to hire new employees than to train and reskill existing ones. Improving retention through people-focused professional development programs will save you time and money while adding to your bottom line.

Investing in learning helps establish a critical competitive advantage—and eLearning designed with a focus on DEI, UX, and instructional design will give your organization a chance to realize this advantage in terms of hiring, employee retention, and performance.

Start the discussion about eLearning ROI with your learning and training team by asking the following questions:

• Is there more we could be doing to make our eLearning programs inclusive, accessible, and effective for all employees?
• Are we creating opportunities for learners to apply new knowledge and skills in their work?
• How are we leveraging the latest eLearning practices to improve retention and productivity?

Interested in learning more about how to maximize the impacts of your digital learning and training programs?

We’d love to chat. Our multidisciplinary team at Say Yeah specializes in delivering holistic and customized corporate eLearning solutions that help organizations turn training into a competitive advantage.

Get in touch

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However, recognizing the problem does not always mean the solution is obvious. In this article, we will explore a number of ways to build flexibility into eLearning programs. But first, let’s start by reiterating why flexibility is so important and what we really mean by rigid learning models.

One size does not fit all.

Many online courses suffer from the same problem: they follow a rigid structure that doesn’t fit the unique modes of learning, schedules, and circumstances of individual learners. 

 It doesn’t matter how interesting or innovative the subject matter of a course is if learners struggle to navigate the course platform or can’t recall what they’re supposed to have learned.

Participants of an online course will interact with the digital interface in different ways, especially those with specific learning needs such as disabilities and accessibility accommodations.  eLearning and training stakeholders have an obligation to deliver courses in ways that support their full engagement. It’s also becoming increasingly clear that when we build accessibility and flexibility into online learning programs we provide a better experience for everyone.

Learners want online courses, and organizations and educational institutions are increasingly providing them, but reports show a 20% drop in engagement when online courses are delivered using rigid learning models rather than in-person. This represents an opportunity—we can do better! 

The key is flexible online learning models.

Introducing flexibility into online learning models

Traditionally online courses have been taught either synchronously or asynchronously.

Synchronous delivery is when a course or training is delivered at a specific time and place, often guided by an educator. Commonly used by higher education institutions, a potential drawback is low attendance due to scheduling conflicts, illness, childcare, etc.

Asynchronous course delivery, on the other hand, allows learners to access course materials at their own pace, promoting flexibility and self-regulation. The challenge lies in the disconnect between the learner and the instructor. Without access to guidance, real-time answers, and instruction, learners may struggle to reap the benefits of their learning programs.

On their own, either of these online learning models can be a mismatch for a learner’s needs, priorities, and resources. So what other options are there?

The bi-modal learning model

Bi-modal learning gives learners choice and flexibility by offering multiple modes of course delivery and incorporating Universal Design for Learning (UDL) principles in course design so learners can engage with the content and demonstrate their achievement of learning outcomes in multiple ways.

In her article “A Case for Bi-Modal Flexible Learning, Part 1,” Kerri Shields describes the bi-modal course delivery options as follows:

1. Synchronous online delivery with an asynchronous option for learning
2. Synchronous in-person delivery with an asynchronous option for learning

The advantage of the bi-modal learning model is it empowers student choice; they can change how they wish to study at any time without missing important course material. By incorporating multimedia resources, interactive content, and immersive technologies, bi-modal flexible learning also enhances engagement and understanding. Furthermore, it is not as demanding to implement for educators as some other options like HyFlex delivery. 

Ravinder Brar, Director, Education and Partnerships at Say Yeah, says a learner-centred approach is key to setting up learners for success.

“We all learn in a variety of ways, and the learning ecosystem should honour and support learner variability. This can be achieved by creating personalized learning that can be accessed in a variety of modes and ensuring content is available through accessible asynchronous modes.”

Filling the gaps with the variable learning model

Building on the bi-modal model, Say Yeah’s variable learning model puts learners first by combining technology and education best practices to support learners in their preferred mode of learning. We create online courses for asynchronous delivery that provide a wide variety of modalities and incorporate interactive elements usually only found in traditional learning environments. These include:

• communities of practice, which allow learners to ask questions and connect with educators/SMEs
• a digital resource toolkit to enable reference, application, evaluation, and analysis as course participants move from learning to their day-to-day and ongoing activities
• accommodations to deliver seamless navigation and access to the course for all learners across different devices, screen sizes, and interaction methods
• inclusive content design to shape language and provide multiple modes of engaging with content to boost learner understanding and engagement with course content

The variable learning model empowers learners to take ownership of their learning journey, enhances motivation, and promotes self-efficacy. Learners can engage in ways that align with their strengths, interests, and learning preferences. The variable learning model transforms education by allowing educators and trainers to reach all learners where they’re at, regardless of needs and circumstances. Flexibility is the future, and the future is now.

Transform your learning outcomes with flexible learning programs and watch learners thrive.

Contact us to discover how we can help you develop flexible and effective eLearning and training programs.

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Most importantly, we know course accessibility is a difficult outcome to reach. That’s not because it’s particularly expensive, challenging, or unattainable. On the contrary, it’s never been easier. But the processes to get there are not well understood.

This guide unpacks those processes succinctly, supporting you, the educator, in having direct and fruitful conversations with the technologists you work with or may hire to ensure they’re taking the steps necessary and, together, you’re able to deliver the best learning outcomes through more accessible online courses.

Guide highlights

• Understanding the value and importance of web accessibility
• A standard of practice for achieving and validating online course accessibility
• Understanding the steps necessary to coordinate with your technical support or course development team to confirm accessibility
• Use the Accessibility Validation Template to track your progress

The value of accessibility

Following accessibility practices allow us to increase course access and engagement while improving learning outcomes for all. Let’s look at the many benefits of ensuring accessibility for the courses you develop. An accessible online course:

• opens up access for all potential course participants by reducing barriers to accessing your course
• improves content engagement by providing multiple means of engagement with course content
• reduces overall effort by following a shared and documented set of web standards that avoid costly and time-consuming accessibility auditing and course retrofitting
• grows market share by setting ourselves apart from the competition and leading in access and engagement for all

So, how do we get there? First of all, it’s important to understand that accessibility is a collaborative effort across the course development team, including those people responsible for content, design, and code, or technical development.

Accessibility is collaborative

Accessibility objectives are reached through shared responsibilities across multi-disciplinary teams. When considering an online course system, accessibility is achieved across a collaborative mix of:

• Content and course development and input into the course system
• Design of the course and course system interface
• Code and setup of the technology system, learning management system (LMS), and course elements, including interactions

While design and code help enable content teams by providing tools to support their work, the content teams ensure access and engagement with every new piece of content they publish.

This mix of foundational and ongoing work is necessary to ensure accessibility is achieved and retained.

The best practices gap

Accessibility is achieved through a collaborative combination of content, design, and code that most organizations are not set up to follow.

Accessibility is supported by web standards that most developers do not fully understand.

Checklists and automated tools are seen as the solution, but automated tools are not enough.

Accessibility cannot be achieved without manual testing.

Automated tests can help point out the most glaring or obvious issues, but accessibility is more than a checklist of technical issues: it’s a user experience consideration.

User experience is measured by understanding how course participants will interact with your course.

Course participants may use screen readers, a keyboard only, zooming, and other assistive technology, in addition to mouse/touch and multiple screen sizes (such as a desktop, phone, or tablet).

Testing must be done to ensure that when users engage with an interface and content, it both works for users and, ideally, is enjoyable.

None of this can effectively be achieved without content, design, and code teams working together to set this foundation from the start.

Let’s look at how you can take next steps with your next course by having the information you need to hold your technology provider accountable.

Holding your technology provider accountable

Technology is an enabler. Online learning can bring increased equity for participants, improving course access and engagement.

However, how technology is used in online learning can create barriers. Standards-of-practice must be followed by technologists, and understood by course creators—including SMEs, educators, and instructional designers—to ensure technology is implemented and used effectively.

The following phases of course development must be practiced by your technology team, including:

• Establishing a standard of practice from the start
• Manual testing
• Automated tools & testing

In addition, you can participate in the accessibility validation process so you know your course is as open, accessible, and engaging as possible.

Let’s expand on these best practices so you can address these with your technology support and development teams.

Establishing a standard of practice from the start

Whether you’re using an off-the-shelf LMS or working on custom development, you should expect and be able to confirm the following:

• Web interfaces must be designed and developed using semantic HTML structuring and, when necessary for novel interactions, HTML’s ARIA functionality
• Mechanisms that allow content creators to add accessible content features such as image alt tags, page titles, video captions and transcripts must be provided
• Advice and feedback from disabled users, other developers, and industry professionals is essential when approaching novel interactive concepts to gain insight into how others have or may approach the problem based on their experience and best practices
• Interfaces must be tested internally and by external users to validate usability, accessibility, and inclusion across all methods of engagement, including:
  • mouse/touch
  • using only a keyboard
  • while zooming the interface
  • across different screen sizes
  • using a screen reader

Manual testing

Manual testing must ensure access by mouse/touch, keyboard, screen reader, and zoom across multiple screen sizes. Here’s what your technologist should be doing:

• Using a mobile phone to test touch interactions and smaller screen sizes
• Using a desktop computer with a mouse and/or trackpad
• Using only a keyboard to ensure a user can navigate and access functionality available on the website without using touch screens or a mouse
• Using a screen reader (desktop and smartphone) to ensure the site can be navigated and understood and that interactions function correctly (or have a suitable alternative) in a speech-only context
• Ensuring the site can be zoomed in and that the course and page layouts respond in a way that ensures content is visible and readable at a large scale

Automated tools & testing

The following automated practices and tools augment manual test processes and validate ongoing coding practices. Your technologist should confirm these practices and be able to share the results of any tests conducted, including:

• Code linting during the development process to identify syntax and typos that could introduce bugs
• Validating the output HTML with a validator to ensure it is properly formatted
• Testing the code with a combination of tools, which can include:
  • Deque’s AXE
  • TPGI’s Arc
  • IBM Equal Access Accessibility Checker
  • Lighthouse from Google
  • Others

Going a step further

The best way to verify accessibility is by asking a range of users to try the course to learn more about their experience. If you can plan or budget for some usability testing with a mix of users who typically interact with the web and courses differently, you’ll learn how to improve the course for everyone.

Connect with users who interact with the course across mouse/touch, keyboard, screen reader, while zooming, and across different screen sizes. Learn about their experiences, preferences, and perspective on your course. And further confirm how accessible your course is to everyday users.

Share what you know with an accessibility statement

When you’ve reviewed and confirmed the above yourself, or with the support of an experience technologist, developing an accessibility statement will help guide course participants who will interact with your course in different ways.

Let them know what works, how, and what you may know is missing, difficult, or could be improved. Give those users an option to contact you for support or to answer any other questions.

This accessibility statement is a great course resource that can be included as part of a course introduction, and can be provided ahead of starting the course and in course promotional material to signal your efforts to ensure your course works well for everyone.

Accessibility is a shared responsibility

It is essential to choose the right technologist that embeds accessibility from the onset of online learning planning and all throughout the course development process. The role of this technologist is to support the collaborative, proactive, and solution-focused approach this guide helps you deliver. With this approach, you can be part of revolutionizing the education industry by providing accessible and equitable access to online learning with every course you work on.

Collaboration among these three stakeholders: technologists, SMEs, and educators/instructional designers is key to achieving learning outcomes in online learning. Ultimately, leveraging the strengths of each of these experts to ensure no learner is prevented from engaging with course content and all are set up for a more equitable learning experience.

Looking to collaborate with online learning and accessibility specialists for your next course?

At Say Yeah, we have developed a comprehensive process for bridging educational and technology best practices that improve learning outcomes.

Get in touch if you’d like to improve collaboration, insights, and outcomes across your course development processes, ultimately delivering more effective, accessible, and equitable online courses.

Get in touch

Acknowledgement of Provincial Funding

This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy (VLS) and Ontario Exchange (OEX).

The post Delivering accessible online courses: an educator’s guide appeared first on Say Yeah!.

Until March 19, 2022, you can sign up for the Service Design for the Real World: A Practical Introduction, Online Course, for free!

This program is perfect for those looking to incorporate service design into their organization, expand their current knowledge, transition into a service design role, or collaborate with those in the field.

Front stage and back stage. This service design concept illustrates that a consumer engages with some aspects of a service but there is more that happens behind the scenes to best facilitate that service.

The course ensures that you not only have an understanding of service design methodologies, but it teaches you how to apply Service Design in an organizational setting.

In this program, you will take part in a number of activities and be provided with a resource list to enrich your learning experience as you work through the 9 course modules.

9 course modules

1. Introduction to Service Design
2. Research & Discovery
3. Ideation
4. Prototyping and Testing
5. Stakeholder Management
6. Artifacts & Deliverables
7. Business Modelling
8. Becoming a Service Designer
9. Resources & Activities

For a detailed explanation of the course content visit the course website.

Service Design Course Website

The instructors

This program has been put together by three industry professionals who will also virtually guide you through your learning.

The instructors are:

1. Patrick Bach: As a Service Design & Behavioural Economics Leader Patrick has had the opportunity to speak at the Global Service Design Conference and other service design and customer experience conferences worldwide.
2. Chelsea Omel: Being in Innovation Strategy as well as Facilitation & Design, Chelsea has consulted individuals from many industries like financial services, technology, consumer packaged goods, and charities. Her experiences have provided her with the knowledge needed to guide others in surpassing difficulties and bettering their use of service design.
3. Markus Grupp: From his experience as a Design Leader, Markus has helped clients like Indigo, TELUS, Rogers Communications, and Orange/ France Telecom to embrace more human-centred design practices.

Free until March 19, 2022

This course usually costs $62.99 CAD, but if you sign up before March 19th you will have free access to the entire course.

Register here

Do you need further support with service design? We can help.

Learn more about our approach to service design.

Get in touch

The post Service Design for the Real World: A Practical Introduction, Online Course appeared first on Say Yeah!.