The design rationale for the development of an exemplary, flexible online course for making accessible online courses is described. The authors developed the course by adopting the roles of content expert and instructional designer. The course has a dual purpose. The assessment for postgraduate students provides a guide to learning for academic staff development. The design and development process included the formulation of learning outcomes, assessment criteria and strategies, learning methods, and the alignment of these. The learning strategies included a variation of the cognitive apprenticeship model that was refined following feedback from prototype face-to-face workshops. Learner-centered design is fundamental and includes: high contrast text and background; no unnecessary graphics or icons; tips for people using assistive technology; avoiding the use of PDF; direct links to other course areas; text transcript for online videos; and easy access to resources for learning activities. (Contains 14 references.) (Author)