Plant the Change: Designing Online Learning That Grows Access for All
- aimeewedemeier
- Jul 24, 2025
- 4 min read
Imagine a learner eager to engage—only to be blocked by design choices that weren’t made with them in mind. Accessibility isn’t a checkbox; it’s a commitment to equity. And the good news? You don’t need to redesign everything. You just need to start planting the change.
Over 1.3 billion people globally live with some form of disability (World Health Organization [WHO], 2023). In online learning environments, barriers like poor contrast, missing alt text, and confusing navigation can exclude learners entirely. As Doyle et al. (2025) argue, simulation-based health education must proactively integrate Universal Design for Learning (UDL) principles to ensure equitable participation—not just reactive accommodations.
Legal mandates like Section 508 of the Rehabilitation Act require accessible digital content, but compliance alone doesn’t guarantee inclusion. Instead, inclusive design must be baked into the learning experience from the start (U.S. General Services Administration [GSA], 2024).
What Works vs. What Doesn't
Let's examine the following two-page learning object through an accessibility lens.
What Met Standards
12 pt. Arial font. This makes it easy to read.
A centered title line. This quickly identifies what the learning object is about.
What Needed to be Fixed
No heading styles. This hinders navigation.
No paragraph structure. This hinders navigation and readability.
Line spacing was not used. This hurts readability.
Frequent complex sentences. Complex sentences can be hard to process for some learners.
Low color contrast. Red text on a white background fails contrast checks (WebAIM, 2024).
Text embedded in images. This is unreadable to screen readers.
Missing/wrong alt text for images. This fails to describe visuals adequately.
Improper image captions. This leads to a lack of content and context knowledge.
Small image size. All of the images were inaccessible on mobile and for low-vision users.
Use of color alone to convey meaning. This can alienate colorblind learners.
Long URL in the references. These are difficult to listen to on screen readers and make for a cluttered appearance.
Incorrect reference information. This calls into question the credibility of the information presented.
Learning resource, post-revisions
Following a series of revisions, the learning resource underwent notable improvements in both readability and accessibility. Compared to its original form, the updated version immediately presents a clearer, more organized appearance. Heading and paragraph styles were properly applied, providing a logical structure that screen readers can interpret more effectively. Images now contain complete and accurate alt text—including transcriptions of embedded text—which supports learners who rely on assistive technologies. Additionally, line spacing was introduced, easing visual tracking and reducing the risk of cognitive overload. Sentences were also simplified, without compromising content. These changes are especially evident in the revised “Planting Trees” section and the final page on grafting, where clearer visual hierarchy and cleaner formatting make the content more accessible to a broader audience. These changes align with findings from Yang et al. (2023), who demonstrated that instructional design students trained in accessibility principles produced more inclusive and effective eLearning modules.
Recommended Resources and Tools
Here are three resources to learn about and strengthen accessibility in online content that you build:
WAVE Web Accessibility Evaluation Tool
Use WAVE to audit your web-based learning objects. It highlights accessibility errors like missing alt text, poor contrast, and semantic issues.
These offer strategies for designing inclusive learning that supports variability in learners. They're ideal for rethinking structure, engagement, and representation.
Accessibility Checker built into tools such as Word, PowerPoint, and Articulate 360.
These tools scan your content and recommend changes for readability, screen reader compatibility, and more. It’s quick, integrated, and educator-friendly.
Key Takeaways
Accessibility isn’t a checkbox—it’s a mindset.
Common barriers like poor contrast and missing alt text are easily avoidable.
Tools like WAVE and CAST can support a more inclusive design process.
Plant the Change
Designing with everyone in mind doesn’t require an overhaul—it begins with small, intentional steps. Audit just one module. Replace one vague link with something clear and contextual. Add one piece of alt text that makes an image accessible. Each fix is a seed sown toward a more equitable learning experience. And just like nurturing trees in an orchard, every thoughtful addition helps your learning ecosystem grow stronger, more inclusive, and more vibrant. The change starts here—plant it.
References
CAST. (2023). Universal Design for Learning Guidelines. https://udlguidelines.cast.org
Doyle, A. J., O’Toole, M., Cassidy, D., & Condron, C. M. (2025). Universal Design for Learning (UDL) in simulation-based health professions education. Advances in Simulation, 10(33). https://doi.org/10.1186/s41077-025-00361-3
U.S. General Services Administration. (2024). Section 508 law and policy. https://www.section508.gov/manage/laws-and-policies/
WebAIM. (2024). Contrast checker. https://webaim.org/resources/contrastchecker/
World Health Organization. (2023). Disability and health. https://www.who.int/news-room/fact-sheets/detail/disability-and-health
Yang, M., Lowell, V., Long, Y., & Farmer, T. (2023). Designing for accessibility in online learning: A design case. Journal of Postsecondary Education and Disability, 36(1), 75–87. https://files.eric.ed.gov/fulltext/EJ1434992.pdf
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