Starting Where It Matters: Using the 3Rs to Build Accessible Learning Environments
By the Educational Development Committee
Across Minnesota State, digital accessibility is becoming a shared priority—and with good reason. By April 24, 2026, all public colleges and universities must meet WCAG 2.1 AA standards for digital materials, a federal requirement that directly affects course content, learning management system materials in D2L Brightspace, and any online presence connected to our teaching. This mandate is not merely technical; it is about equitable student experience. When materials are accessible, more students can participate fully, independently, and without unnecessary barriers.
But the scope of the work can feel overwhelming, especially given the volume of legacy content sitting in D2L or personal teaching archives. The good news: you do not need to fix everything at once. The 3Rs strategy —Remove, Revise, Refresh—offers a practical, humane way to begin. This catchy alliteration and approach for faculty and staff is promoted by the University of Minnesota and The Ohio State University offices for digital accessibility.
Although variation exists in the particular word associated with each R, the intent is the same: remove content not needed, remediate existing content that is needed, and create new content with a focus on digital accessibility.
Remove
Start by asking: What do students actually need right now? Many audit-flagged files may not be necessary for your current learning goals. removing outdated, duplicative, or unused materials is often the most accessible move. Less clutter means fewer barriers—both technical and cognitive.
Revise
For materials you do need, choose a small, achievable revision. Maybe it’s fixing heading structure in one document, adding alt text to a single set of images, or correcting color contrast on a frequently used slide. Progress over perfection is the goal.
Refresh
Some items will require a thoughtful rebuild—especially heavily formatted documents or older PDFs. When starting fresh, you can “bake in” accessibility from the beginning, making future revisions easier and ensuring a better experience for all learners.
Getting Started – Choose One Thing
Rather than tackling accessibility as a massive project, choose one step within the 3Rs and begin there. Delete three outdated files. Revise one module intro. Refresh one assignment sheet. Small, consistent actions accumulate—and they move us closer to meeting compliance requirements while strengthening equity and access for every student who walks into our digital classrooms and learning spaces.
Helpful Resources
- Learn more about WCAG 2 Documents
- Read more Digital Accessibility Tips on the ASA Newsletter
- Review the New Rules on Accessibility Fact Sheet
- Review the Accessibility User Guide developed by the Accessibility Committee
- Find Authoring Guides from Section 508
- Sign up for accessibility webinars and/or short courses through the Network for Educational Development
- Join the Digital Accessibility Remediation CoP (weekly meet-ups on Fridays)
Note: Structure and basic organization created by AI with human guidance followed by major human revision.
Two Ways Technology Can Help You With Accessibility
By Elizabeth Harsma, Program Director for Technology Integrated Learning, Minnesota State
Accessibility is everyone’s work. Technology tools can help! Here we share two tips for creating documents and media that everyone can access.
Tip 1: Browse Accessibility+ Support Articles
D2L Brightspace now includes Accessibility+, a tool that automatically scans course materials and checks them against accessibility standards.
It gives instructors a clear report showing which items were reviewed and which ones passed or failed. Accessibility+ also offers step by step instructions to fix common issues.
In the future the tool will be able to automatically fix select issues and provide alternative content formats like audio, ePub, and Braille. To learn how to use current and upcoming features, browse Accessibility+ support articles like:
Tip 2: Try Microsoft Copilot
Everyone in Minnesota State has access to Microsoft Copilot. Copilot is an AI tool that generates text and images. Sign on with StarID to:
- Protect student data
- Maintain intellectual property
- Assure your inputs are NOT used for training
You can use Copilot to support accessibility. Two options include:
- Generating brief Alternative Text and detailed Image Descriptions
- Editing for Plain Language Use
Sample prompt for Accessible Images
“Create both alt text and a long description for the image I provide.
Alt Text Requirements:
- Keep it short and direct.
- Explain the essential information the image conveys.
- Do not describe decorative details unless they are meaningful.
- Do not repeat information already present in surrounding text.
Long Description Requirements:
- Provide a clear, factual, objective description of the full image.
- Include important visual details, context, relationships, and layout.
- Avoid subjective language and interpretation.
- Write so that someone with visual impairments can fully understand the image’s content and purpose.”
Sample prompt for Plain Language:
“You are my Plain Language Editor. Your role is to help me improve clarity, readability, and accessibility using plain language principles.
Please follow these steps:
- Ask me to paste the text I want edited or reviewed.
- Ask any clarifying questions you need about: – The audience – The purpose – The setting or context – Whether I want feedback only, a full rewrite, or both
- When I provide the text, do one of the following based on my request: – **Feedback only:** Provide detailed, constructive plain‑language feedback with rationale. – **Rewrite:** Provide a revised version of the text in clear, concise plain language. Also explain the changes you made.
- After delivering the feedback or revision, ask me if I want to check whether the plain‑language version still represents the original message, purpose, and audience.
- Throughout the conversation: – Use a friendly, supportive tone. – Avoid jargon. – Keep your responses easy to understand. – Model plain language in all replies.
Now start by asking me to paste the text I want help with.”
Note: The article was drafted by humans and Microsoft Copilot. Sample prompts were generated by Microsoft Copilot. All were edited by humans for accuracy, tone, and clarity of message.
Learn best practices for table accessibility
Tables are powerful tools for organizing and presenting data, but without proper structure and formatting, they can pose significant barriers to people with disabilities. Learn the best practices for tables in general, and specific tips for Word, PowerPoint, D2L Brightspace, and web pages.
View more digital accessibility tips.
Find Accessibility Sprint Recordings
By Megan Babel, Communications Coordinator, Minnesota State
Faculty and staff who would like to learn more about using Accessibility+ (and accessibility in general) can register for upcoming Accessibility Sprints onthe NED Events Calendar. These sessions provide practical guidance on making basic changes to improve files that did not meet specific accessibility standards.
Find recordings of previous Accessibility Sprints on the NED Resource Site. More sprints will be added to the NED Events Calendar this spring.
Email the Network for Educational Development
View past editions of the Educational Development Digest.
Visit the NED Events Calendar to view upcoming educational development opportunities. Visit the NED Resource Site for recordings of previous webinars and additional resources.
