iFrame video becoming a keyboard trap
We have several Rise tutorials that use YouTube content embedded using iFrames. Doing accessibility testing, we recently discovered that these become keyboard traps. Users can tab into the content and play it, but the standard guidance of using esc to navigate out of the video isn't working and tabbing through also doesn't seem to work. Does anyone have insight into what we need to do to make this content fully keyboard accessible? Has anyone else had this issue? Thanks!Accessibility - Screen Readers and TTS
Hi, I'm currently completing an apprenticeship in Digital Learning Design, and I'm working through some content on accessibility. Previously, all our storyline courses had text-to-speech added on, but the accessibility features such as alt text and focus orders weren't used. Since I've learnt more about screen readers through my apprenticeship, I've been following correct processes and designs for best practice with screen readers. However, as these read out the text on screen, I'm wondering if the text-to-speech I manually add onto all slides is still required? Part of me thinks it might be too much if both the audio on the course and the screen reader are reading the content out loud, but then we might have learners with dyslexia, for example, who might not require a screen reader but still prefer to have the text read aloud. How does everyone else navigate this? Do you use both or one or the other? Thank you!Player Setup Recommendations for 508/WCAG 2.1 AA: Menu, Transcript, Navigation Buttons
Lately, I’ve been seeing an increased focus among organizations and government entities on ensuring Storyline courses meet WCAG 2.1 Level AA and Section 508 standards. While Storyline 360 offers several ways to create accessible content, I’m looking for general best practices for configuring the Storyline player so that it is straightforward for developers to implement while also providing a seamless experience for screen reader and keyboard users and meeting these requirements. I would love to hear your recommendations on the most effective way to set up the player, whether that means using the built-in player features or developing a custom navigation interface. Specifically: Transcripts & Glossaries: Do you recommend using the built-in player tabs, such as the Notes panel and Glossary tab, or is it better to build custom on-screen versions? If using the built-in player, does the Notes panel function sufficiently to meet accessibility requirements, or would you recommend a different approach for transcripts? If you do use the Notes panel, do you recommend placing it within the menu sidebar or at the top? The Menu: For menus that outline the course structure, do you recommend excluding it to reduce “tab fatigue” for screen reader users, or including it so learners can better track their progress? If a menu is included, do you prefer using the built-in Storyline menu or creating a custom one? If you use the built-in menu, is it best practice for the sidebar to start collapsed to keep the focus on the main content, or expanded for easier access? Also, when using the built-in player menu, do you recommend including subheadings? Navigation Buttons (Next/Prev): Do you recommend using the built-in Next/Previous buttons or adding custom on-screen buttons? While I know the built-in buttons now support accessibility shortcuts, many developers still seem to create their own Next/Previous buttons. I assume this is to provide a more intuitive end-of-slide experience. In any case, I would value your suggestions and would especially appreciate understanding the reasoning behind the recommended setup.Accessible systems training
Hi all, I was wondering what people's thoughts are on best practice of making systems training in Articulate Storyline360 accessible, targeting WCAG 2.2 AA. Presumably the system being recorded itself needs to be accessible to this standard for users. How does the built in screen recording show me/try me type content behave with screen readers and key board navigation? Any experiences from end users that use assistive technologies, that have been through systems training? Thanks in advanceTranslating a course into Farsi
Hi Everyone. I am still pretty new to Articulate and brand new to the world of translating an e-learning. I apologise in advance if I am on the wrong forum as I am not subscribed to Articulate Localisation so my question is not about that service but translation in general. I have spent the whole day researching the best way to translate my small eLearning from English to Farsi, using copilot and ChatGPT as advisors. Various tools like Smartcat, Crowdin, Localise were recommended but the pricing plan felt high for me given I am just starting out and the NGO i am developing my first e-learning for also doesn't have a lot of money to pay out each month. In short, given I already had the content translated into Farsi in a word document, I decided to manually upload the Farsi version into Rise and then align/format the text. For those elements that I was unable to align within Rise (a handful of headings and MCQs), I decided to export a XLIFF copy and using Poedit make the necessary edits/format changes. I then successfully managed to import the updated version of the XLIFF file which I was happy about as I read it can be problematic. However for the headings I was struggling to align/format - instead of correcting them to a RTL alignment it changed the headings to the original heading with the tags as text instead of interpreting them. Regarding the RTL formatting of MCQs ChatGPT said this was not possible as the formatting was baked in within Rise. When I reported back to ChatGPT about my issue with the headings and asked if I used more powerful translation tools like Localazy would I have the same issue, ChatGPT implied yes. I appreciate ChatGPT doesn't know everything. My conclusion at the end of todays research is the best thing is to continue to manually enter my translated material and make the alignment changes I can do within Rise and just accept some things wont be aligned perfectly and thats ok. However before I make this compromise (as I know I might get frustrated with this compromise as the 'test' lesson happened to be relatively simply formatted whereas other lessons have bullets, timelines, image and text blocks, etc.. which might throw up more challenges) I thought I'd seek any advice from this forum of experts. If anyone has any advice, similar experience and solutions (hopefully) or just confirmation that I need to accept this compromise I'd much appreciate it. Many thanks in advance for time and expertise. Kind regards KatheirneLocalization - Videos, Assets, Audio+
To set the stage, I created a Storyline course in English and localized it into Spanish. In this course, I have 4 external video files and an external podcast audio. The first video file I remade in Vyond in Spanish and when I uploaded it the Spanish version of the SL course, it replaced it in the original source (EN) file. How can I prevent this from happening? I imagine I will have the same issues with the other 3 video files as well. Additionally, I added an icon and a text box to the Spanish only version of the course and it carried back to the original source (EN) file. How can I prevent this from happening? I have a podcast audio file (external .wav) with 2 voices as part of this same course. Are there any tools you can recommend to have this localized into Spanish? Last, and a little bit of a different topic... The options for Mexican and Spain (formal/informal) Spanish are not appropriate for most US cities across the country. Can we add a request for Latin American Spanish to be added to the roadmap, as a priority?
