Virtual Instuctor-Led Training: Accessible Powerpoints for Beginners
Virtual Instuctor-Led Training: Accessible Powerpoints for Beginners
Embedded Files
Developed using: Microsoft PowerPoint, Microsoft Word, SnagIt
Deliverables: Facilitator Powerpoint, Facilitator Guide, Learner PowerPoint
Problem
Problem
By April 2027, all U.S. government agencies must ensure their digital content meets Web Content Accessibility Guidelines (WCAG). That includes making PowerPoint presentations accessible to people with disabilities. Yet many staff members creating these presentations are unfamiliar with accessibility tools, best practices, and how to apply them efficiently in their day-to-day work.
My Solution
My Solution
I designed and delivered a 45-minute Virtual Instructor-Led Training (VILT) to equip participants with the knowledge and hands-on skills needed to start making their presentations WCAG-compliant. The session combined:
Live demonstrations of accessibility tools within Microsoft PowerPoint.
Guided practice using a provided exercise file.
Interactive activities including polls, chat discussions, and breakout room collaboration.
Post-session resources via. email such as the presentation slides, practice file, and an accessibility checklist for ongoing reference.
The training followed a watch–do–review structure, so participants learned a skill, practiced it immediately, and reflected on their results.
Target Audience
Target Audience
Primary audience: Staff and content creators in U.S. government agencies who produce PowerPoint presentations for public or internal use.
Secondary audience: Trainers, instructional designers, and administrative professionals in organizations working toward WCAG compliance.
Designing for a Virtual Environment
Designing for a Virtual Environment
Virtual delivery presented unique needs and constraints, which I addressed by:
Preparing learners before the session: Participants receive the practice file in advance and are instructed to open PowerPoint before training begins.
Establishing class norms: As part of the introduction, I establish norms and expectations such as hand raising, utilizing the chat, and what participation in the class looks like.
Maintaining clarity: I used visual icons in the slides to signal whether participants should be watching the demo or working in PowerPoint.
Maximizing interaction: Breakout rooms, live polls, and chat prompts keeps engagement high and allows for peer learning.
Time management: Exercises were designed to be completed in 4–8 minutes, keeping the session on track without rushing learners.
Modeling accessibility in the training itself: Slides follow best practices for contrast, font size, and alt text, reinforcing the training’s message through example.
Missed the Demonstration? No Problem.
Missed the Demonstration? No Problem.
If the audience missed a key point in my live demonstration, I ensured that the practice document contained detailed instructions to guide them towards completing the excercise on their own (Figure 2).
Figure 2: Clear, step-by-step instructions followed by the relevant excercise.
Back-up Plans
Back-up Plans
Sometimes, network outages occur at home (if working remotely), or in the workplace. To account for this, I created videos highlighting the demonstrations in case outages occur, along with videos reviewing the excercises. These videos also work as long-term, just-in-time reference so that employees can access the information when they need it, rather than waiting for a live demonstration.
Project Screenshots
Project Screenshots
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