Visual Aides
using Principles of Universal Instructional Design (UID)

Courses designed and delivered according to "Universal Instructional Design" principles are more accessible and effective for all people -- regardless of possible disability, learning style preference, or personal background.

Instructional materials and activities should

EXAMPLES FOR VISUAL AIDES
be accessible and fair.
  • Provide your visual aides through your course website, so that students can review them after class.
be straightforward and consistent.
  • Keep the content brief, using bullet points to summarize key points.
provide flexibility in use, participation and presentation.
  • Use your visual aides to supplement your lecture, not replace it, so that the result is more than one delivery media.
be explicitly presented and readily perceived.
  • Verbalize everything that is covered in your overheads and slides.
  • Caption videos and/or provide typed transcriptions.
provide a supportive learning environment.
  • Include graphics in your visual aides, not just text, for variety and appeal to a variety of learning styles.
minimize unnecessary physical effort or requirements.
  • Use bold, saturated colours for easy visibility.
ensure a learning space that accommodates both students and instructional methods.
  • Test your equipment and slides in your classroom to ensure that the lighting and lines of site will work throughout your classroom or lecture hall.

Top 10 Tips

  1. Consider these principles in terms of physical space and the overall student experience.

  2. Imagine yourself being unable to see, hear, move or otherwise keep pace with others. In this case, what would YOU wish your TAs and instructors would do?

  3. Make yourself available in a variety of ways, for example face-to-face and through email.

  4. Expand your techniques. For example, if you now like to answer questions through words then consider ways to add sketches on the black(white)board to explain concepts.

  5. Ask students for ideas.

  6. Discuss UID and your role with other instructors.

  7. Tell the students what you are trying to do. Mention it explicitly, especially at the first class session.

  8. Ask other instructors what they are doing.

  9. Attend Professional Development conferences and workshops.

  10. Never stop your own learning.

For further information please see the websites linked from http://www.tss.uoguelph.ca/uid/uidresources.html

© University of Guelph • Last Rev: December, 2003
Funded by the Learning Opportunities Task Force, Ministry of Training, Colleges and Universities, Government of Ontario 2002-03.