Start with the Learning Purpose

Decide what participants should do with the visual before deciding where it belongs.

1. Identify the learning objective or discussion goal supported by the visual.
2. Name the participant action: observe, compare, identify, interpret, evaluate, remember, or discuss.
3. Determine whether the visual provides evidence, an example, context, explanation, or a prompt.
4. Remove any visual that does not improve understanding or participation.

Tip: A useful visual usually leads to a clear moderator prompt such as “What do you notice?” “Where does the pattern change?” or “Which detail supports that interpretation?”

Verify Accuracy, Context, and Source

A polished visual can still be inaccurate, outdated, edited, mislabeled, or removed from its original context.

1. Locate the original source rather than relying on a repost, screenshot, or image-search preview.
2. Confirm the creator or publisher, publication date, title, labels, units, and geographic or historical context.
3. Check whether the image has been cropped, altered, colorized, enhanced, or generated.
4. For charts, compare the visual with the underlying data or the source’s written explanation.
5. For AI-generated visuals, verify every factual feature and label the image appropriately when its synthetic origin matters.
6. Keep the source link in your planning notes so you can verify or update the material later.

Tip: Add the source and date to the slide when participants may need that information to interpret the visual accurately.

Check Permission, License, and Attribution

Finding an image online does not automatically make it available for unrestricted reuse. Attribution and permission are related, but they are not the same.

1. Prefer visuals you created, University-approved assets, public-domain materials, or items with a license that permits your intended use.
2. Read the license terms. Some licenses require attribution, restrict modification, or limit commercial use.
3. When relying on fair use, consider the specific purpose, amount used, nature of the work, and possible effect on the market. Educational purpose alone does not resolve the analysis.
4. Use only the amount needed for the instructional purpose.
5. Record the creator, title or description, source, license or permission basis, and date accessed.
6. Place a readable short credit on the slide and retain fuller source information in notes, a handout, or a references slide.

Important: Giving credit does not by itself create permission to use a copyrighted work. When the intended use is uncertain, select an alternative with clearer reuse rights or request guidance.

Format Images for Clear Viewing

Prepare the image for the actual viewing environment, not only for the computer screen where you create the presentation.

1. Use the highest-quality version reasonably available.
2. Crop intentionally to remove irrelevant space while preserving context.
3. Keep the image proportional; do not stretch or compress it.
4. Make important details large enough to see from the back of the room.
5. Use callouts, arrows, boxes, or a second close-up slide when participants must examine a small detail.
6. Avoid placing essential text over a busy image.
7. Use one strong image instead of several small images when only one is needed.
8. Check how the visual appears on the classroom display or in Zoom screen sharing.

Tip: When a detailed image must be studied closely, provide the image in an accessible handout or participant file in addition to showing it on the screen.

Build and Present Clear Charts

Charts should make a pattern easier to see, not require participants to decode a crowded graphic while listening to an explanation.

1. Choose a chart type that matches the question: bars for comparison, lines for change over time, and scatterplots for relationships.
2. Use a descriptive title that states the topic and, when appropriate, the main takeaway.
3. Label axes, units, categories, time periods, and data series clearly.
4. Use a truthful scale and explain any necessary break, truncation, estimate, or change in measurement.
5. Remove decorative effects, unnecessary gridlines, 3-D formatting, and other chart clutter.
6. Use direct labels when possible instead of requiring participants to move repeatedly between a legend and the data.
7. Do not use color as the only way to distinguish categories; combine color with labels, patterns, shapes, or line styles.
8. Highlight the data participants should examine while keeping the complete context visible.
9. Add the data source and date.
10. Provide the values in nearby text, speaker notes, or an accessible table when participants need exact data.

Tip: Introduce the chart by naming the question it answers before explaining the result.

Make Visual Information Accessible

Participants should not have to see color, read small labels, hear audio, or independently interpret a complex visual to receive essential seminar information.

1. Add concise alternative text to meaningful images in PowerPoint, Word, and other participant files.
2. Mark purely decorative images as decorative when the software provides that option.
3. For a chart, map, diagram, or other complex image, provide a short alternative-text summary plus a longer explanation or data table when needed.
4. State aloud the essential information shown on the screen.
5. Do not rely on phrases such as “as you can see” without explaining what participants should notice.
6. Use sufficient contrast and avoid using color alone to communicate meaning.
7. Keep labels, captions, and source credits readable.
8. Use accurate captions for video and provide a transcript when it supports access or review.
9. Describe essential visual action or on-screen text that is not conveyed in the video’s audio.

Prepare Audio and Video Carefully

Media should be selected and cued as intentionally as any other seminar activity.

1. Use the shortest clip that accomplishes the learning purpose.
2. Tell participants what to listen or watch for before starting the clip.
3. Use media with accurate captions and confirm that captions are turned on.
4. Provide a transcript for audio-only material and when participants may benefit from reviewing the content in text.
5. Check volume, image quality, start and stop points, advertisements, and account or sign-in requirements.
6. Test the exact link and device you will use in the classroom.
7. Download or prepare an approved offline copy when permitted and helpful.
8. Prepare a backup such as a still image, quotation, transcript excerpt, summary, or alternate discussion prompt.
9. Pause after the clip so participants can process before discussion begins.

Tip: Write the clip start time, stop time, purpose, and follow-up question directly into your weekly seminar outline.

Explain Every Important Visual

Do not display a visual and assume that every participant will notice or interpret the same information. Use a simple three-part explanation.

Complete the Technical and Instructional Test

Review the visual as a participant will experience it.

1. Open the presentation on the device you will use.
2. View slides in presentation mode rather than only in editing mode.
3. Test from the back of the room or at a reduced Zoom window size.
4. Confirm that links, audio, video, captions, animations, and transitions work.
5. Run the software accessibility checker and manually review alternative text, reading order, contrast, and media access.
6. Practice the spoken explanation and estimate the total time required.
7. Verify that credits and source notes are readable and complete.
8. Confirm that a backup is immediately available.

Tip: Ask a colleague to identify what each visual is intended to communicate. If the answer is unclear, simplify the visual or strengthen the explanation.