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Accessibility in RWTHmoodle
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Accessibility in RWTHmoodle

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Accessibility in RWTHmoodle means that the learning platform can be found, accessed and used without difficulty by people with disabilities. The software must be designed in such a way that no one is excluded from using it. Many of the principles of accessible design increase usability for all users and can also be transferred to the development of websites and teaching/learning materials.

RWTHmoodle follows common accessibility standards to maximize inclusion and education for all users. However, the user interface can be customized in many ways by the user. In addition, lecturers and students individually create the content on the platform. It is therefore largely up to the users to know and observe the criteria for accessibility.

  1. General guidelines for barrier-free course design
  2. Open self-study courses for the design of accessible Moodle course rooms

1. General guidelines for barrier-free course design

The poster "Moodle course design and accessibility" shows do's and don'ts for accessible course design. The overview is an adaptation of the "Designing for accessibility" poster on accessible website design produced by the UK Home Office. It has been adapted to the context of Moodle learning spaces by Patrik Grün. Both documents are licensed as Creative Commons (CC BY-NC-SA 4.0).

The guide lays out very clearly and concisely what to consider when designing accessible Moodle content. The document is helpful for users with:

  • Autism Spectrum
  • Screenreaders
  • Visual impairments
  • Dyslexia (reading and spelling disorder)
  • Mental or motor impairments 
  • Hearing impairments
  • Anxiety disorders 
 

Note

The objective of the document is to raise awareness of the concerns of students with impairments by means of intuitively understandable design practices. The do's and don'ts presented are to be understood as general advice and not as binding regulations. In part, some recommendations appear contradictory. For example, it is recommended to use especially contrasting colors for learners with visual impairments, while this should be avoided for learners with autism spectrum. Therefore, it may be advisable to choose a course design that balances the needs of all learners.

2. Open self-study courses for the design of accessible Moodle course rooms

The University of Duisburg-Essen and the Humboldt University of Berlin have developed two open self-study courses on designing accessible Moodle course rooms. These self-study courses offer concrete advice on how to structure and design Moodle course rooms so that users with disabilities can use them without obstacles. As you will see, all users benefit from a clear course structure and a barrier-free design. Some of the content can also be transferred to the creation of teaching/learning materials.

 

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last changed on 08/20/2026

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