June 2, 2025, by Laura Nicholson

Beyond the Basics: The Hidden Mechanics of Digital Media Accessibility

A big thank you to our guest author, Joe Bell, Video Production Support Officer with the Learning Content Team, for sharing his expert insights on creating accessible digital media.

1.1 Introduction 

In 2023, the University of Nottingham (UoN) embarked on a program of work to enhance capabilities around accessibility, including the implementation of integrated accessibility checkers, document conversion tools, policy wording, guidance resources, and various other aspects of PSBAR compliance, including training sessions to equip staff with key accessibility skills and share best practice. As part of this effort, accessibility specialists Amanda Hill and Theresa Morley invited me to collaborate on the Multimedia Accessibility session, a concise, one-hour online presentation providing essential guidance on creating accessible digital content. Having spent decades exploring digital systems and sensory perception and several years on accessibility, I’m compelled to share a deeper picture of media production and the evolving state of digital accessibility. 

1.2 – Context: PSBAR, NAPs, and LT 

Obtuse chapter headings aside, there is clarity around accessibility requirements at the University of Nottingham in 2025: the Public Sector Bodies Accessibility Requirements (PSBAR) compel us to provide our online material in accessible formats, and the Learning Technology Section (LT) has developed a program of guidance, tools, and training, known as the Nottingham Accessible Practices (NAPs), detailing UoN policy and requirements, and practical steps for staff of all persuasions to achieve this. I’ve played a small role in co-developing one of the training sessions on Accessible Multimedia, and have much more to talk about that we could fit into the session. 

PSBAR asks us to ensure digital content is “perceivable, operable, understandable, and robust” in order to prevent exclusion, and the standard it specifies is the World Wide Web Consortium’s (W3C’s) well established Web Content Accessibility Guidelines (WCAG) 2.1 AA framework. Have you had enough acronyms yet? 

Sadly, higher education is often the laggard when it comes to rolling out innovative approaches within at scale systems – many universities are encumbered with dysfunctional infrastructure, presenting a difficult scenario for implementing elegant solutions. The upshot is many students facing unnecessary barriers to learning and many institutions falling short of even the lowest tier accessibility standards.

But it’s far from all doom and gloom, because meeting these acronymic specifications provides an opportunity to ensure digital access, therefore reducing exclusion, improving student experience, and raising institutional reputation (e.g. in the Times Higher). Granted, implementing accessible practices is work, especially earlier in the journey, but the benefits are worthwhile and broadly overlapping with more modern interconnected and immersive modes of learning. I posit your effort investment will make compounding returns, ultimately saving time whilst providing numerous benefits; think James Clear’s “Plateau of Latent Potential” from “Atomic Habits” (2018). You might also consider where you sit on Rogers’ “Diffusion of Innovations” (1962) adoption curve. 

 

 

Guest Author: Joe Bell

While the path to full accessibility in higher education is complex and often challenging, the University of Nottingham’s commitment is clear: by embedding accessible practices through the Nottingham Accessible Practices (NAPs) and investing in guidance, training, and innovative tools, we are steadily breaking down barriers and opening doors for all learners. As we continue this journey, every small step-whether developing a new training session or refining our digital resources-brings us closer to a more inclusive, equitable academic community where everyone has the opportunity to succeed.

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