6 Online Learning Objects
Jeannie An and Carly McLeod
Overview
Online learning objects, such as instructional videos, multimedia tutorials (e.g., H5P), and library guides (e.g., LibGuides) are essential tools in academic libraries. They provide flexible, on-demand learning opportunities for students and faculty. This chapter explores the creation and implementation of online learning objects, emphasizing accessibility to ensure all users can benefit from these resources. Guiding principles such as Universal Design for Learning (UDL), Web Content Accessibility Guidelines (WCAG), and the Accessibility for Ontarians with Disabilities Act (AODA) inform the recommendations provided.
Description of library teaching practice
Online learning objects deliver instructional content in various formats, including videos, interactive tutorials, and digital guides. These resources support independent learning and access at any time, making them ideal for distance education and asynchronous learning environments. However, standard approaches to creating these objects may present barriers, such as a lack of alt text for images, poor navigation, and inaccessible multimedia content.
Guiding principles
The following guiding principles and frameworks inform the accessibility recommendations:
- Universal Design for Learning (UDL): A framework that aims to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
- Web Content Accessibility Guidelines (WCAG): Guidelines developed by the World Wide Web Consortium (W3C) to make web content more accessible to people with disabilities.
- Accessibility for Ontarians with Disabilities Act (AODA): Standards that mandate how organizations must remove and prevent barriers for people with disabilities.
Accessible best practices adapted by Instruction in Libraries and Information Centers, chapter 16: Online Learning Objects: Videos, Tutorials, and Library Guides
Best practices for creating accessible instructional videos
- Implement High-Quality Closed Captions
- Captions should accurately reflect spoken content and align with on-screen actions.
- Ensure captions do not obscure important visual elements.
- When a script is available, use the script to generate captions.
- While automatic captioning tools (e.g., YouTube, Vimeo) can expedite the process, manual review and correction are essential to ensure clarity, accuracy, and professionalism.
- Provide Transcripts
- Transcripts enhance accessibility by allowing users to read or search for the video content.
- Transcripts improve search engine optimization, increasing the visibility of learning materials.
- For users with visual challenges, consider including descriptive audio that narrates visual elements.
- Design Visually Accessible Content
- Use large, high-contrast text and images to ensure readability.
- Display visual elements long enough for users to process the information.
- Avoid flashing content, which can be distracting or difficult to interpret.
- Provide a text equivalent for any essential visual elements.
- Ensure Platform Accessibility
- Confirm that the video hosting platform or webpage meets accessibility standards.
- Verify that video controls are operable via keyboard navigation to support users with physical disabilities and those using screen readers.
Best practices/guidelines for creating accessible multimedia tutorials
- Plan for Accessibility from the Start
- Address accessibility considerations early in the design process due to the complexity and length of multimedia tutorials.
- Apply Video Accessibility Standards
- Include closed captions and transcripts for all narrated content.
- Provide described video/audio description or an alternative instructional format for users with visual disabilities.
- Design Visually Accessible Content
- Use large, high-contrast text and images.
- Ensure content remains on screen long enough so readers can read the content.
- Avoid flashing visuals and using color alone to convey meaning.
- Use Effective Alternative Text (Alt Text)
- All images must include alt text that is descriptive and contextually relevant.
- Alt text should reflect the purpose of the image within the instructional material.
- Ensure Accessibility of Interactive Elements
- All tutorial components (activities, interactions, feedback) must be compatible with screen readers and keyboard navigation.
- Buttons and interactive hotspots should be clearly visible, labelled with their purpose (e.g. not “click here”), and easy to activate.
- Avoid timed activities and tasks requiring precise mouse movements, which may be difficult for users with physical disabilities or those using a screen reader.
Best practices for creating accessible library guides
- General Design Principles
- Use large, easy-to-read fonts and high-contrast color schemes for both print and digital formats.
- Apply structured headings to organize content clearly and provide navigation for screen reader users.
- Provide alternative text (alt text) for all images, tables, and graphs to ensure screen reader compatibility.
- Avoid using vague hyperlink text such as “click here;” instead, link from meaningful words or phrases.
- Best Practices for LibGuides
- Leverage LibGuides’ built-in accessibility features but ensure proper implementation during content creation.
- Add alt text for all images manually.
- Use the default sans-serif font for readability; apply bold text sparingly for emphasis (and never as a title).
- Organize content using boxes, and within boxes, use clear headings and bullet lists to support skimming.
- Maintain consistent formatting by developing and following a style guide.
- Use Headings 1 and 2 for page and box titles.
- Use Heading 3 within content boxes.
- Disable autorotation in Gallery boxes to avoid distractions.
- Include captions and transcripts for any embedded videos.
General Considerations for Creating Accessible Learning Objects:
- Use Descriptive Link Text: Avoid generic phrases like “click here” and use descriptive text that indicates the link’s destination.
- Ensure Videos Have Captions and Transcripts: Provide captions for videos and transcripts for audio content to support users with hearing limitations.
- Maintain Consistent Navigation: Use a consistent layout and navigation structure across all learning objects to help users easily find and access content. Use built in headings to support screen reader navigation.
- Check Reading Order: Ensure the reading order of content is logical and intuitive, especially for users relying on screen readers.
- Use Plain Language: Be clear and concise when communicating information and avoid jargon.
- Evaluate and Reflect: ensure the online object created meets the information needs of your audience.
- Create a Learning Object Maintenance Routine: Check periodically for any functional issues that may occur in your learning object, such as broken links or embedded codes.
References
- Bhaduri, S. (2023). Making Learning Inclusive: A Quick Reference Guide on Accessibility Standards. eLearning Industry. https://elearningindustry.com/making-learning-inclusive-a-quick-reference-guide-on-accessibility-standardsChee, M., & Weaver, K. D. (2021). Meeting a Higher Standard: A Case Study of Accessibility Compliance in LibGuides upon the Adoption of WCAG 2.0 Guidelines. Journal of Web Librarianship, 15(2), 69–89. https://doi.org/10.1080/19322909.2021.1907267
- Clark, R. C., & Mayer, R. E. (2016). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (4th ed.). Wiley.Harlow, S., & Olsen, J. (2025). Using Analytics and Qualitative Methods to Improve and Sustain Online Tutorials and Research Guides. Library Assessment Conference. https://www.libraryassessment.org/wp-content/uploads/2025/01/Harlow-Olsen-Using-Analytics-and-Qualitative-Methods.pdfHopper, Tori Linville (2021). “Accessibility and LibGuides in academic libraries.” The Southeastern Librarian, 68(4). https://digitalcommons.kennesaw.edu/seln/vol68/iss4/4/
- Saunders, L., & Wong, M. A. (2020). Online learning objects: Videos, tutorials, and library guides. In Instruction in libraries and information centers: An introduction (Chap. 16). Windsor & Downs Press. https://iopn.library.illinois.edu/pressbooks/instructioninlibraries/chapter/online-learning-objects-videos-tutorials-and-library-guides/
Further reading and resources
- Creating Interactive Content Using H5P: MacPherson Institute, McMaster University. This website is an excellent resource for creating interactive content using H5P.
- H5P – Accessible Content Types: This link helps select the content type/widget that meets accessibility guidelines within the H5P platform.
- ALA RUSA Guidelines – Learning Differences: This link helps, as an instructor, understand the types of learners and assistive technology you may find in your online learning environment.
- ALA RUSA Guidelines – Virtual Accessibility: This link provides general tips and tips for boarder communication in an accessible format (meetings, webinars, group discussions and documents).
- Applying Digital Experience Design to Teaching and Learning Environments (eCampus Ontario): This open-access resource provides more ideas about how to incorporate online learning objects into your teaching. Chapter 12 includes examples of things to consider when creating accessible learning objects.
