Graphics

When graphics and words are used to deliver the same instructional message “learners are actively constructing pictorial and verbal mental models and trying to understand how they are related to one another “(Mayer, 2001. P.240).

However, it's important to consider which types of graphics are best to use and when. Further, how they are aligned to instructional content and goals.

The H5P interaction in the EdMedia Spotlight column explains how different categories of graphics function to serve different learning goals.

Strategies

• Be intentional with selection of graphics and the number of graphics you use; as both the over-use and under-use of graphics in learning materials can create challenges for learners.
• When the learning material is very complex, it's likely that graphics will help learners to understand it.
• Use Mayer’s principles of Multimedia Learning as a guide

Tips

• Integrate textual and graphic information into one element to prevent the split attention effect.
• Use good quality graphics that are clear.
• Ensure graphics are optimized at the size you will be displaying them in the course. This is to reduce the file sizes for mobile users or students in remote areas experiencing bandwidth issues.
• Design activities in which students are expected to create graphics, such as posters, presentations, or concept maps. This gives students an opportunity to express their creativity, showcase their understanding of a topic and develop digital literacy skills.
• Check the Accessibility and Inclusion section below for more tips

SFU Supported Tools

• Adobe software (Photoshop, InDesign, Illustrator) 
• Apple Keynote 
• PowerPoint (part of Microsoft Office 365) 

Unsupported External Tools

Some of these online tools offer free versions for educational use.

• Google Slides 
• Marq.com
• Lucidchart
• https://piktochart.com/education/
• Figma.com
• https://vectr.com/
• https://pixlr.com/
• Edit.org
• Adobe Express
• https://www.photopea.com/
• Canvas.com
• Slides.com

Please note that graphics from websites or printed resources are likely protected by copyright but that you may be able to use graphics under the fair dealing policy or an educational exception (see Copyright for instructors at SFU). In cases where use is not covered by fair dealing or an educational exception, or where the terms of use explicitly prohibit copying, you will have to obtain permission to copy material. You can contact the SFU Copyright Office for assistance.

It’s important to attribute the creators correctly. It models a fundamental part of digital literacy for students when work is cited and information such as the creator’s name, links to source materials and copyright licence are included. BCcampus’s Self-publishing Guide provides examples and recommendations on Embedding and Linking different types of media.

Accessibility and inclusion initiatives are sometimes misunderstood as special accommodations only benefitting historically marginalized students, such as; persons with hearing, visual, physical or cognitive challenges or disabilities, gender non-conforming or persons from racial, ethnic or cultural minority groups. Just as the use of closed captions benefits all students, not just those who are deaf or hard of hearing, addressing accessibility and inclusion from the onset of course design is the best way to be responsive to the needs of all learners. These initiatives can ensure equal opportunities for successful learning.   

Thoughtful selection and use of graphics, like all other course media, help make education more inclusive and equitable by reducing barriers which hinder students’ ability to fully engage with learning. Graphics should not only be technically ans cognitively accessible but should be inclusive as well. Suggestions to improve the use of graphics for these areas are listed below.  

Technical Accessibility

• Include alt text that describes what the image communicates.
• Ensure the colour selection and colour contrast accounts for colour-blindness and other visual impairments.
• Use clear good quality graphics.
• Optimize images for older devices, mobile use or low bandwidth areas.

Cognitive Accessibility

• Split attention effect, extraneous visuals etc.
• Position graphics in proximity to the related text content.
• Using captions to help students make connections between the graphics and related text.
• Select graphics which share the same or similar characteristics in order to create a cohesive feel throughout the course materials.
• Use icons consistently so they convey one meaning and are next to the related content.
  

Inclusive

• Select images to improve representation. For example, using photos of people in marginalized groups, non-traditional family units.
• Use bias-free language for alt-text.
• Select images thoughtfully, keeping in mind the context of the audience and the reactions that particular images may provoke. 
• Be aware of culture differences.

Photos

• unsplash.com
• pexels.com/photo-license/  
• Flickr.com/
• creativecommons/ 

Icons

• www.thenounproject.com 
• www.flaticon.com
• www.simunity.net
• https://www.wikimedia.org/ is a great source for images that do not infringe on copyright. Just be sure to cite them. 
• Nounproject.com  
• Creative commons website: https://creativecommons.org/. This is where you go to find out all about how to use creative commons, how to cite these images, and how to create your own!

3D Images

• Sketchfab