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Teaching and Learning Centre

Pedagogical competence in higher education

Practical tips for accessible teaching

When reflecting on how to make your teaching more accessible, start by clarifying the learning outcomes of the course or assignment. What are the learning outcomes? In what different ways can they be achieved? Which parts of the current exercise/teaching method etc. could be adapted without compromising these outcomes?

Often, teachers follow a familiar approach even though the same outcomes could be achieved in alternative ways. For example, a teacher may routinely require essays as the submission format, even when developing essay-writing skills is not one of the intended learning outcomes. For some students, writing may be challenging, and an essay might not reflect their true competence. Could the same skills and knowledge be demonstrated, for example, through a podcast, portfolio or video instead?

Here are some practical tips to make your teaching more accessible. You do not need to implement everything at once but select the suggestions that best suit your courses.

Lecture materials and other learning materials

  • Ensure that your learning materials comply with the Act on the Provision of Digital Services. Read about the Act on the Provision of Digital Services and accessibility.
  • Provide materials in multiple formats (audio, text, video, etc.), so the same information is accessible in different ways.
  • Share materials in formats that allow students to adjust font size, colours and other settings.
  • Make materials available to students before the lecture or class and ensure they remain accessible afterwards.
  • Make sure your materials are clear: avoid excessive text, remove background images behind text, and use legible fonts (such as Arial). Avoid scanned materials or materials in image format.
  • Use the Office templates provided by Tampere Universities as they have been designed for accessibility in terms of colour and style. Download Office templates from the Marketing Bank.
  • Ensure that enough textbooks (preferably in both print and electronic formats) are available at the University Library.

Classroom settings

  • Tampere University’s checklist for teachers (PDF file in Finnish & English).
  • Create an inclusive, safe, and positive atmosphere:
    • Make it clear that you are available to students. Tell them how they can contact you.
    • Tell students to contact you with questions about individual support needs (such as individual study arrangements).
    • Show genuine interest in everyone’s ideas and engage with students personally; for example, ask about their news and share some of your own.
  • At the start of the session, outline what will happen: topics, activities, assignments, breaks, etc.
  • Explain practical instructions clearly (such as when and how to ask questions, how to ask to speak).
  • Present the lesson content clearly and at a steady pace, ensuring that everyone can follow and has enough time to take notes.

Instructions and assignments

  • At the beginning of the course, discuss the course practices with your students, such as timetables, learning environments, communication channels and assessment criteria. This information should also be available in text form, for example, on the Moodle course area.
  • Introduce assignments at the beginning of the course, unless there is a specific pedagogical reason not to (such as weekly assignments that are revealed at the beginning of each week; but even then, students should know to expect a new assignment each week).
  • Make sure your instructions for completing assignments are clear. Break down complex assignments into clear steps (what to do first, what to do next) and provide timelines, or offer support to students in doing so if needed.

Assessment 

  • Where possible, offer alternative ways to demonstrate competence (such as an essay or learning diary instead of an exam; an oral presentation instead of a lengthy written assignment; oral completion of a written assignment).
  • Allow sufficient time for submitting assignments and completing exams.

Group work 

  • Provide clear instructions for group work, such as which platform to use, how to schedule tasks, and how responsibilities are shared.
  • Make sure each student finds a group. It is good practice for the teacher to allocate the groups, or for groups to be formed (for example, via Moodle) by registering for a specific group, such as one that best fits the students’ timetables.

Interaction and communication

  • During your courses, offer students multiple channels for participation and questions: verbally in class, via chat, in writing on Moodle, or by email after the session.

Continuous feedback 

  • Provide students with interim feedback during the course to help them adjust their approach.
  • Makes sure students have a chance to provide feedback and influence the course while it is still ongoing.

Additional materials 

What do accessibility, inclusion and equality mean for learners, teachers and higher education communities? by Digivisio 2030 (video with English subtitles, 13:10 min)  

The learning process from the perspective of a continuous learner by Digivisio 2030 (video with English subtitles, 17:28 min)