Last week, you were introduced to tips on using graphics in eLearning and learned about graphic size, visual hierarchy and text breaks. This week, appropriate imagery, figures for learning, and charts and graphs.
Appropriate Imagery
Some educators draw on libraries of stock photography and "found" images for their course graphics. More often than not, these images are only marginally related to the course content. True, they add visual breaks in the story, but they often fall short in supporting course content. A common example that we've all seen is business courses that use stock photos of executives and secretaries sitting at desks and talking on phones, but who are not actually doing anything related to the course material.
The challenge here is to build cost-effective courses. A typical photo shoot, with all of its models and studio expenses, can be quite pricy. But there are some great traditional stock-photography agencies that sell royalty-free photos for reasonable prices. The web has also become a tremendous source of content-specific images. The Stock Xchange, iStockPhoto, Creatas, Veer and other agencies have a wide variety of image categories related to specific areas of business. Most times, you can order these photos online, download comps, and use an online lightbox to view and select graphics. Of course, be careful to follow appropriate copyright guidelines when acquiring online imagery!
Over the years, SyberWorks has built its own library of in-house photos, which continues to grow. These images are a great resource for our courses, but if we need something more, we ask the client if they have a library of pertinent photos. Some larger corporations, for example, use their own targeted marketing images for sales collateral. If available, your own organization's images may lend themselves well to a related course.
Finally, more and more public-domain photos are becoming available. Often, they have outlived their copyrights and are now freely available. You should especially consider public-domain photos if you are building a historical course.
Figures for Learning
Figures and diagrams with supporting text can really help learners accomplish your course objectives. Edward Tufte has written several superb, classic books about the effectiveness of figures, diagrams, charts, and graphs. Tufte single-handedly changed information design, as it is called, with the publishing of "Visual Explanations." Creating figures and diagrams to support courses is a craft in itself. Basically, the most effective supporting graphics can quickly convey important information that their corresponding text descriptions cannot. It is extremely important that such graphics be appealing, easy to understand, and adequately labeled.
These images should help learners achieve specific instructional goals. A plain image of a semiconductor with supporting text may be enough for some learners, but the same image, with labels and arrows that are referenced in the text, can be much more effective for others. So always target your image presentations toward all appropriate learning levels.
Specific features of these graphics should be considered for effectiveness. Line weight, color, legends, and other features should all directly relate to, and support, course material. If there are multiple graphics within a course, consistency in design is important. Far too often, colors and styles will shift from graphic to graphic, and present a continuously changing look and feel. Learners may easily construe this stylistic meandering as a shift in topic or objective. Consistency of style and color can support broad themes, help learners to know when they are in a topic, and alert them when they move on to the next subject.
When labeling graphics, it is important to use contrasting colors and color fields behind the labels. Consider layering the labels and ordering them appropriately. Legends for color associations are very useful for charts and graphs, and the same holds true for figures and diagrams.
Charts and Graphs
Charts and graphs are very useful for conveying statistical or historical information. Most people can create charts and graphs in Microsoft Excel or PowerPoint, but these quick charts will always benefit from some additional work. For example, a pie chart that expresses a target sales quota may be presented with a specific piece of the pie enlarged, extruded, or in some other way more prominent than the other pieces. For quickly showing the relative importance of data, this is a visual parallel to the text hierarchy that we already mentioned.
Again, style and consistency throughout a course is important. You may have a series of column charts that express specific sales quotas from city to city across the country. Each chart might use gray bars for all states that are not currently being discussed and a blue bar for the state that is being discussed.
The width and height, (and now with 3-D) the depth of bars can be exaggerated, to bring attention to specific parts of a chart. Adding dimension, shading, and drop-shadows to a chart, although appealing, should be done only after the chart's basic information is being conveyed effectively. Be sure to adequately label charts, and make sure that the labels don't obscure other information or data. Legends are useful guides for reading a chart, and should be both adjacent to the chart and clearly labeled.
Another way of improving charts is to use imagery that is directly related to their topics. For example, a bar chart about populations could use silhouettes of people (instead of rectangles) for its bars. A bar chart about oil prices could use barrels of oil instead of rectangles. Every chart should be examined first for clarity and accuracy of its presentation, and then examined for alternate methods of presentation that might be employed.
