5 Enhancing the Accessibility of Information to Support the Student Experience

Context and Purpose

Recognising the diversity of learners, I was aware of the challenges students face when interpreting institutional policies and procedures. As educators, we often underestimate how terminology can create barriers to understanding and hinder student success. Participation in the UDL digital badge prompted me to reflect on how UDL principles could inform my communication practices.

Aims and Objectives

• Enhance the accessibility of communication to students
• Consider the inclusivity of communications to students
• Develop resources in a range of formats to suit different learning styles
• Engage with students in the co-creation of resources for students

Initiative Overview

Although institutional policies and procedures are available online, how information is presented does not always meet the needs of a diverse student population. I undertook a review of the information I share and the queries I receive, with the aim of improving clarity and accessibility. Guided by UDL principles—Multiple Means of Representation and Multiple Means of Action and Expression—I sought to make my communications more inclusive and supportive of all learners.

Phase 1

Following ethical approval, surveys were distributed to students to gather feedback on the effectiveness of my communications and their preferred formats. Students highlighted difficulties in understanding some information and expressed a preference for clearer, accessible communication methods. Students were asked for their views on developing a Department Hub on our VLE (Moodle), as a central platform for information. With IT Services support, a prototype hub was created and reviewed by students. Topics were selected based on the most frequent queries received, and the content was revised to ensure simplicity and inclusivity.

The prototype included:

• FAQs (e.g., “What do I do if…?” / “How to…”) in varied formats
• Screencasts demonstrating departmental templates and procedures

Students preferred visually engaging materials with concise explanations and appreciated efforts to simplify information, valuing summaries of policies, alternative formats and access to all materials in one location. Feedback from students indicated the value of the resource for first-year cohorts. This reinforced the importance of making information accessible, engaging, and easily understood. This led to the development of my CASES approach—Clarity, Accessibility, Simplify, Engage, and Support.

Phase 2

With SATLE funding, I recruited three BA (Hons) Creative Media students to work on the project for three weeks. We co-created resources for students, ensuring meaningful student participation in design and development. We developed resources considering language, design and layout. Consistent with Bovill et al. (2016), students acted as co-creators, co-researchers, and co-designers, fostering innovation and ensuring that the resources were relevant and accessible.

The students were introduced to UDL principles, and templates were designed to create a cohesive visual identity. Students developed “Learn the Lingo,” explaining higher education terminology, alongside a FAQ section, infographics signposting key supports, and short instructional videos for common “How to…” queries.

Students had administrative rights to the hub, allowing them to structure and present materials effectively. Their strong creative and design skills enhanced the project’s functionality and the quality and effectiveness of the resources. Adopting a co-creation framework greatly strengthened the project’s outcomes and their insight as learners provided valuable perspectives.

Phase 3

The hub was launched during induction in September 2024. Building on our initial success, a second round of SATLE funding was secured in Spring 2025 and three new students were recruited in September 2025.

This phase focuses on refining existing materials, developing new resources, and ensuring sustained relevance and accessibility. Another survey was conducted to evaluate usage and gather feedback. Collaboration with the institution’s Educational Technologist further supports students in producing fully accessible and inclusive materials. This work is ongoing, with continuous reflection and enhancement shaping the Hub’s evolution.

Impact and Evidence of Success

During each phase we sought student input via survey or in class groups across years 2–4 (approx. 300). Discussions with students in face-to-face provided opportunities to subsequently implement additional ideas or revisions. All Year 1 students (approx. 120) were introduced to the Department Hub during Induction.

The availability of clear and simple explanations and formats on the hub has many benefits for students and staff: Key information is available in one location; Hub supports accessibility and inclusivity; Resources are visually engaging and presented in a variety of formats.

As we continue the project the impact will grow among the 450 students in the Department, in addition to IT Services staff and Educational Technologist.

Future Directions and Sustainability

Successive funding has contributed to the sustainability of the project. During Phase 3, templates are being created for the efficient development of future resources. Staff feedback suggests that they can also benefit and future phases may focus on staff needs. Following discussions with our Centre for Excellence in Learning and Teaching and IT Services, our hub can be a model for other Departments. This would require some initial investment from the Institute, but it would be a valuable resource for all students and staff.

Other funding opportunities could support the development of this resource and enable other modes of access beyond our VLE. If successful, the group of students could be widened to include a variety of student voices.

Alignment and Policy Context

• Institutional Strategic Plan
• UDL Principles and CAST Guidelines

Resources and Supporting Information

• AHEAD (n.d.) Universal Design for Learning. Available: https://udlguidelines.cast.org/

Images

Funding and Acknowledgements

Funding: SATLE