Accessibility Conformance Report

1.1.1 Non-text Content

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Almost all non-decorative ui-components are already accessible by screen readers. E.g. non-text buttons come with names. Furthermore we support various means to define alternative descriptions for user-defined non-text content. E.g.: 

• Transcripts & subtitles can be linked to videos.
• Captions can be defined for images.

1.2.1 Audio-only and Video-only (Prerecorded)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

We support transcripts for audio elements in both existing formats (standard and compact). These will be displayed in an expandable box underneath the audio control bar.

Transcripts for videos/videostreams and animations (package media) will be implemented soon.

1.2.2 Captions (Prerecorded)

The author can define subtitles for videos.

1.2.3 Audio Description or Media Alternative (Prerecorded)

Currently we natively support transcripts for audio files. Extended, detailed descriptions as readable text or additional audio tracks for videos are availible through custom solutions like conditional displays, using videostreams with multiple audio tracks or adding a video transcript with the e. g. button or accordion plugin.

1.3.1 Info and Relationships

The course content is semantically formatted for easy screenreader and keyboard navigation.

1.3.2 Meaningful Sequence

Logically navigation for all elements implemented (e.g. D&D question offers a keyboard optimized control)

Additonally the author has the option to group content like headings, texts and media with separators, sections and rows.

1.3.3 Sensory Characteristics

Most of the interactive elements provide textbased instructions to let learners access all functionalities.

Some non decorative icons are not yet completly accessible. We are still working on improvements.

1.4.1 Use of Color

When we use colors for interactive elements such as correct/wrong answers for questions, we also provide labels for screen readers as an alternative. Our color schemes aim to provide a good overall contrast ratio in all occasions. Interactive elements are visually and screenreader accessible using focus highlights and state changes while interacting. Besides it is up to the author to ensure that externally created media is also accessible for learners with color blindness.

Timed questionnaires aren't indicating the remaining time limit for screenreader users.

1.4.2 Audio Control

Our responsive courses do not autoplay audio media. Learners can use accessible play and pause buttons to control the playback manually.

2.1.1 Keyboard

Most elements are already optimized for keyboard or alternative input controls either by providing direct access or indirectly through hidden elements.

We are working on improvements for alternative keyboard navigation of drag and drop elements and search results.

2.1.2 No Keyboard Trap

Keyboard focus will not be trapped except in popups and menu navigation where the cursor can easily escape by closing or exiting aforementioned controls via the Esc-key or other standardized keyboard shortcuts.

2.1.4 Character Key Shortcuts

Our online courses support native system or browser keyboard functionality and do not use any customized keyboard shortcuts.

2.2.1 Timing Adjustable

Our online courses support native system or browser keyboard functionality and do not use any customized keyboard shortcuts.

2.2.2 Pause, Stop, Hide

Our online courses do not contain self-updating content with animations/transitions longer than 5 seconds.

Externally created package media/questions as well as videos should follow the WCAG guidelines.

2.3.1 Three Flashes or Below Threshold

Our online courses do not contain any components that flash or blink more than three times per second.

The author must make sure that this also applies to externally created package media/questions as well as videos.

2.4.1 Bypass Blocks

Our courses contain almost none blocking content. Repetitive components (such as header or footer navigation) can easily be skipped by the learner.

The main menu can be easily bypassed using the ESC button or a specific hidden shortcut for keyboard and screenreader users.

2.4.2 Page Titled

Online courses automatically use the course title as page title.

To give learnes a better overview of their learning progress, we will add the current chapter as part of the page title soon.

2.4.3 Focus Order

Focusable elements, such as links and form controls, have a logical and intuitive navigation order. A divergent order can be manually defined where it is suitable (hotspots, media extensions).

2.4.4 Link Purpose (In Context)

Authors are advised to use meaningful text for every link so functionality is explained to learners.

2.5.1 Pointer Gestures

Our courses do not rely on multi-point gestures. For image enlargements we provide an alternate way for pinch-to-zoom functionality.

2.5.2 Pointer Cancellation

Click events happen when learners are releasing the mouse button. This helps learners to avoid clicking the wrong target accidentally. They may move the mouse away from the target before releasing the button if they do not want to trigger an action.

2.5.3 Label in Name

Navigational buttons have accessible names that match the labels.

2.5.4 Motion Actuation

Online courses do not support navigating the content by motion controls (e.g. turning, tilting or moving the learner‘s devices).

3.1.1 Language of Page

The language of the course is set on page level and enables the screenreader to choose the proper pronounciation.

3.2.1 On Focus

Online courses do not interfere with focus changes by the learner.

3.2.2 On Input

Use of form controls such as radio buttons, input fields etc. do not alter other content/controls in an unpredictable manner. The learner‘s context will be preserved.

3.3.1 Error Identification

Online courses provide feedback for wrongly answered questions. The optional print certificate functionality needs to check required name input.

3.3.2 Labels or Instructions

We already provide sufficient labels or instructions for a variety of elements. Until all components will be fully accessible, authors are adviced to use optional descriptions or texts to explain the purpose of those interactions.

3.3.7 Redundant Entry

All user inputs within a course (e.g., question responses, form data, certificate information) are persisted through our SuspendData mechanism.

Learners can re-enter or continue a session without having to re-enter previously provided information. Interactive elements also maintain their state when navigating between chapters or returning to earlier sections.

No repeated data entry is required within the same process.

4.1.2 Name, Role, Value

The internal course structure follows a consistent order and hierarchy. We employ semantic groups, ARIA roles, and structured controls to facilitate the accessiblity of our contents. Some improvements are still on the way for questions, questionaires and download buttons.

1.2.4 Captions (Live)

It is not possible to use embedded real-time broadcasts.

1.2.5 Audio Description (Prerecorded)

Additional second soundtrack audio description for video content is currently not available.

1.3.4 Orientation

Reflows of content automatically works in both landscape and portrait mode.

1.3.5 Identify Input Purpose

No form elements for authors available.

1.4.3 Contrast (Minimum)

Standard themes do meet the contrast criterion in most cases. But it is possible that customers may define less contrast values with brand colors. The author has to be attentive to the use of colors. Our support team will point out unfavorable color combinations.

1.4.4 Resize text

All course components are developement with layout responsive in mind. They scale and reflow smoothly when device dimensions change or the learner uses the browser's standard zoom feature. 

Content and text is smoothly zoomable up to 200% without overlapping or cropping content.

1.4.5 Images of Text

It is possible to overlay text on images using our image hotspots feature. These hotspots are responsive and adjust their font size according to the zoom level.

Authors should not use images containing text which is not readable by screenreaders.

1.4.10 Reflow

No horizontal scrolling is required in content.

Authors should pay attention to use responsive externally created package media and package questions.

1.4.11 Non-text Contrast

Text spacing is adjustible without loosing operability, content or informations.

1.4.12 Text Spacings

Content that appears only when an element has focus (e.g., a tooltip) is dismissible, hoverable, and persistent.

1.4.13 Content on Hover or Focus

Content that appears only when an element has focus (e.g., a tooltip) is dismissible, hoverable, and persistent.

2.4.5 Multiple Ways

Our courses offer multiple and alternative ways to orientate and navigate the web page, for example through pagination, tile, breadcrumbs, header, forward and backward navigation. Furthermore you can use the burger menu and search results to navigate.

2.4.6 Headings and Labels

Built-in controls are properly labeled and identified. Authors are responsible to give headings for chapters, sections or any other labels a descriptive meaning.

2.4.7 Focus Visible

Elements have a visible keyboard focus marker.

2.4.11 Focus Not Obscured (Minimum)

Every focuseable element in author-created content is visible. 

2.5.7 Dragging Movements

Drag & Drop interactions do have an alternative control set using the keyboard.

Custom HTML-Packages containing drag & drop interactions should be reviewed by content creators before usage.

2.5.8 Target Size (Minimum)

Nearly every clickable area meets the minimum clickable size of 24 x 24px.

Acceptions are small textlinks. We are going to adress it with feature updates.

3.1.2 Language of Parts

We do not support adjustable screen reader languages for separate text blocks in the same course nor we do not intend to implement this feature for the time being.

3.2.3 Consistent Navigation

Built-in navigation elements always appear in the same location. We provide a variety of navigation components that can be individually enabled or disabled e.g. side menu, tiles, forward/backward navigation.

3.2.4 Consistent Identification

All built-in components are rendered consistently. If all components meet the requirements of 1.1.1 and 4.1.2 then this criterium is automatically fulfilled.

If authors intend to reuse content, media or controls they need to make sure to label them consistently.

3.3.3 Error Suggestion

Error suggestions for input controls are supported. For questions and questionnaires default feedback will be displayed. Additionally the author can define individual feedbacks for every question and its answers.

3.3.4 Error Prevention (Legal, Financial, Data)

Online courses do not cause any legal commitments or financial transactions to occur.

3.3.8 Accessible Authentication (Minimum)

Learning content build with knowledgeworker Create does not depend on any authentication process.

However, webexports or the usage of any LMS may lock content behind a verification process that can exclude users with cognitive or memory impairments.

4.1.3 Status Messages

Status messages are supported by interactive components (e.g. carousel, question feedback, expansion box). They do not appear without any change in the user's context. 

Further improvements have to be done regarding the course status bar.