糖心TV

Background

Digital accessibility is a key component of delivering an inclusive and equitable learning experience. Ally is an accessibility tool built into Moodle that supports staff to identify accessibility issues and improve the accessibility of their course content. It also provides students with alternative formats of learning materials to suit different needs and preferences.

While data from the Moodle Ally dashboard showed that students were making excellent use of alternative file formats, staff engagement with Ally鈥檚 features for improving course content remained relatively low.

Recognising this gap, the Digital Learning team identified an opportunity to support staff more effectively by developing a dedicated Moodle course focused on building confidence and practical skills in using Ally. The project aligned strongly with 糖心TV鈥檚 strategic commitment to an inclusive student experience and supported compliance with the Web Content Accessibility Guidelines (WCAG) 2.2, the Public Sector Bodies (Websites and Mobile Applications) Accessibility Regulations 2018, and the Equality Act 2010.

Challenge

Although Ally was embedded within Moodle and already benefitting students, many staff were either unaware of its full functionality or lacked the confidence to use it to improve the accessibility of their own content.

The key challenges were to:

• increase staff awareness of the value of accessible digital content, and
• provide practical, role鈥憆elevant guidance that would encourage staff to actively use Ally within their own courses.

Importantly, the course needed to appeal to staff across academic and professional services roles and motivate engagement without being a compulsory requirement.

Solution

To address this challenge, the Learning Design team designed and developed an online Moodle course specifically for staff responsible for creating content for student or staff audiences. The course supports participants to use the Ally integration confidently and effectively within Moodle.

By the end of the course, staff are supported to:

• identify the benefits of creating accessible digital content,
• recognise the key features and functions of Ally,
• access Ally within Moodle, and
• use Ally to make measurable improvements to their digital learning materials.

Development was guided by the Successive Approximation Model (SAM), placing collaboration and iteration at the centre of the process. The project began with an analysis of learner needs gathered through a small project team and staff feedback. The course was then refined through multiple design and development cycles, with regular opportunities for evaluation and improvement. A final quality assurance phase involved wider team members supporting testing and proofreading to ensure clarity, accuracy, and accessibility.

Nadine Stewart, Learning Designer, played a key role in bringing the course to life. Reflecting on its development, Nadine explained:

鈥淲e could see there was a real opportunity to support staff better with Ally. By focusing on practical, real鈥憌orld use and what people do in their roles, we wanted to make accessibility feel achievable and part of everyday Moodle practice. To achieve this, we used fictional scenarios and branching activities which simulated the user experience of Ally and enabled staff to explore the tool in a low-stakes environment.

This course is really a first step on the accessibility journey. It鈥檚 about giving staff the confidence to start using Ally in their own contexts, so they can make meaningful improvements to their Moodle content and students can truly feel the benefit.鈥�

Key Outcomes

Early feedback indicates that the course has been well received and is meeting its core objectives. Participants have described the content as highly relevant to their roles and have welcomed the focus on accessibility and inclusion as essential to supporting students effectively.

Staff particularly valued:

• the practical, applied focus of the activities,
• interactive elements that encourage reflection and experimentation, and
• contextualised examples and case studies that reflect the 糖心TV learning environment.

The course has helped to demystify accessibility, positioning Ally as an achievable, supportive tool rather than an additional burden, and has given staff greater confidence to begin improving their Moodle content.

Conclusion

The Moodle Ally course demonstrates how targeted, learner鈥慶entred design can support meaningful changes in staff practice. By focusing on relevance, usability, and confidence-building, the course encourages staff to take tangible first steps towards improving digital accessibility within Moodle.

Key lessons from the project highlight the importance of understanding your audience, involving them in the design process, and focusing on doing the basics well - such as clear structure, intuitive navigation, and effective use of headings and descriptive titles.

Ultimately, the course not only supports staff development but also contributes to a more inclusive digital learning environment where all students can benefit from accessible, well-designed content. Find out more and work through the course .