Let’s talk Visual Design

Written By Laura Lawson

According to Spencer (2021), architect Ronald Mace defines that Universal design is built on the core belief that we should design environments to be usable by all people, without the need for adaptation or specialized design. If the digital learning you're creating isn't inclusive and accessible to all learners, its overall effectiveness will be significantly diminished (Morgan, 2024). 

So, how do we apply the UDL framework to instructional visual designs? There are three UDL principles to adhere to: 

  1. Multiple means of engagement

  2. Multiple means of representation

  3. Multiple means of action and expression (Spencer, 2021). 


Let’s begin with multiple means of engagement. In other words, the “why” in learning. This principle focuses on student interest, agency, and motivation (Spencer, 2021). It provides students with the opportunity and choice to self-start, self-correct, and therefore self-manage their learning. A few examples of applying this principle would be to allow students to select what they want to read, write, or study. By allowing students the autonomy in selecting their materials, they will figure out the problems they’d like to solve, ask relevant questions about the topic, and engage in research on their own. 

  • Focus on Student interest, ownership, and motivations 

    1. Provide student choices 

      • Builds self-starters and self-managers (motivation)

        • Student choice 

          • e.g., menu options, discussion options

      • Genius hour (Spencer, 2021), FAQ hour

      • Brainstorm what problems to solve

  • Leads to a consecutive process of:

    1. Topic of Interest 

    2. Students independently ask questions

    3. Students gather information and research

    4. Students autonomously analyze the data in the field 

    5. Students collaboratively share insights with their classmates 

Here is a real-life scenario of implementing this UDL principle into your instructional visual designs: You’re working as a learning designer with Arizona State University and assisting an Art professor, Dr. Benton, with designing his online course: Introduction to Art. As a learning designer, you evaluate the course materials and course content and make recommendations. One of your recommendations for Dr. Benton’s course is during the final project in Unit six. As per UDL guidelines, you recommend allowing students to select the museum they will visit and study, instead of mandating it to one museum only. As students may not have access to transportation, may have a tight budget, or may have a disability and prefer a museum with more accessible features, providing students with the autonomy of selecting a museum location would motivate students for a challenge, encourage self-management, ensure full responsibility, and imply ownership for their final project. The instructor agreed, and asked how that could be done best in their online learning course. Figure 1 below shows project details about selecting a Museum to study at the bottom of the instructional image. This is an example of implementing the UDL Principle: Multiple means of Engagement, into instructional visual designs. 

Figure 1

Moving on to the second UDL Principle: Multiple means of representation. This principle represents the “what” students learn by providing multiple methods for accessing the learning content like:

  • Allow captioning for all learning materials 

  • Utilize multiple font sizes 

  • Supply learners with transcripts & alt text for screen readers

  • Arrange for adjustable audio speeds and volumes

  • Provide slideshows in advance

  • Display graphic organizers or visuals to help process the information (Spencer, 2021). 


As our example, displayed below is Figure 2, a graphic organizer of a commonly used instructional design method, ADDIE (TigerLearn, n.d.). As learning design students, this method is difficult to understand until all steps have been explained, emphasized, completed, and evaluated. The graphic ensures cognitive understanding of the differences in each step, and the consecutive method for optimal learning design. 

Figure 2

Source: TigerLearn. (n.d.). Course development process: The ADDIE model. Fort Hays State University. https://tigerlearn.fhsu.edu/course-development-process-the-addie-model/

The third UDL Principle is: Multiple means of action and expression. This principle represents the “how” of learning by providing: 

  • Multiple methods for demonstrating what they are learning 

  • Flexible timing on due dates

  • Additional thinking and processing time

  • Practice retrieval during a lesson (act it out)

    • By providing an environment to practice the skill taught 

  • Provide calendars and checklists  

  • Provide project blue print/memory map to break down tasks for students 

In Figure 3 shown below, displayed is an instructional graphic about breathing for musicians. We will implement a breathing method, the MERI method. Not only did we make it a memorable acronym, but we provided step-by-step instructions for the learner to act it out anytime, anywhere.

Figure 3

Figure 4 (shown below) is provided to newly hired employees beginning their onboard training. It provides a graphic map to break down the hierarchy, duties, and role of each employee at a Company. This company provides learning design for various types of clients and requires four departments: Instructional Design (ID), human resources (HR), finance department, and an information technology (IT) department.

Figure 4

UDL embraces the diversity of all learners, so that all students are empowered to become self-directed problem solvers and lifelong learners (Spencer, 2021).

Balancing the effectiveness of instructional visuals with aesthetic appeal can seem tricky, but is absolutely possible. Here are a few ways to do so. 

  • Bullet points – Connie Malamed (2015) noted that bullet lists can improve the visual interest of screens. She stated to do so ask:

    • Alike to Figure 2, place text in shapes with various colors and sizes to emphasize their level of importance, convey a mood, and provide a cohesive message. 

  • Shapes of Objects and Circular photos – Extending the background behind an image or an image on top of a background provides visual interest (Malamed, 2015). Circular photos provide the environment of introducing characters in a story and a distinctive flair. Malamed (2015) shares that visual stories are effective because they present content in small chunks, promote a common understanding, elicit emotions, and hold interest. 

    • Figure 3 displays the letters “M” “E” “R” “I” beyond the boundaries of each content box. 

    • Figure 4 displays circular photos to “map out” employees and their roles at a company.

  • Diagram Explanation – using icons and simple images to represent components not only extends the meaning, but it adds visual interest to a diagram (Malamed, 2015). 

    • Figure 2 shows this strategy. As ADDIE is broken down into five elements, it simplifies each element into further bullet “to-do” points of focus.

  • Relevant Visual Formats – there are many types of visual formats, from realistic illustrations to comics to photo albums. Selecting the visual relevance of one technique over all others can increase visual interest. 

    • In Figure 1, historical visual elements were used:

      • Photos of art in black-and-white, conveying time of production

      • Notes written on torn papers (prior to scissors were invented)

      • Heavily used paper 

      • Formal font

      • Engraved/textured frames

So, how can learning designers evaluate the effectiveness of visuals to promote learning outcomes for all learners? We must think from a learner-centered perspective. Simone Conceição (2020) states that the online course design process requires a shift from a content-focused delivery mindset to a learner-centered approach focused on the learning experience in a holistic way. Learner-centered design aims to engage learners at deeper and more personal levels as participants in the learning process, creating experiences that span course, unit, and lesson levels (Conceição, 2020). 

There are many approaches to thinking from a learner perspective, like: 

  1. Empathize with the learner by not only placing yourself in the shoes of a learner with various disabilities. 

    1. First: Is the instructional image accessible?

      1. Do I have transcripts? 

      2. How about alt text?

      3. Can I provide an audio description of the visual?

      4. Are the colors contrasting?

      5. Are the links descriptive?

      6. Is there a clear title, and structured sections that are easy to navigate?

  2. Define design challenges by conducting research, observing learner activities, and collecting input through surveys. 

    1. This allows you to gain awareness of other learner behaviors besides your own. 

  3. Ideate based on feedback from all defined challenges. Make prototypes and ensure functionality, usability, and all learning elements are present. 

  4. Implement the final design to ensure that your design is achieving its intended goals for all learners. 

Sources: 

Archambault, L. (2023, October 30). Instructional visuals presentation [Video]. YouTube. https://www.youtube.com/watch?v=NL2xPwDrGqQ

Conceição, S. C. O., & Howles, L. (2020). Designing the online learning experience: Evidence-based principles and strategies. (p. 95). Taylor & Francis Group. https://ebookcentral-proquest-com.ezproxy1.lib.asu.edu/lib/asulib-ebooks/reader.action?docID=6426893

Deng, C. (n.d.). Classicism. In Britannica. Retrieved from https://www.britannica.com/art/Classicism

International Council of Museums. (n.d.). Museum Definition. Retrieved from https://icom.museum/en/resources/standards-guidelines/museum-definition/

Lawson, L. (2024). Company Organization Chart. Canva. https://www.canva.com/design/DAGJ_W4XSgY/XcQDWu8arsmRZC62zkt1Rg/edit?utm_content=DAGJ_W4XSgY&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Lawson, L. (2024). Practice Breathing. Canva. https://www.canva.com/design/DAGJ_ark578/cnMbx_mRuZr-dcyIs819OQ/edit?utm_content=DAGJ_ark578&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Lawson, L. (2024). Art and History Museum Infographic. Canva. https://www.canva.com/design/DAGJ_e3BnN0/0voQGuE9yCygO6EYx66bkA/edit?utm_content=DAGJ_e3BnN0&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Malamed, C. (2015). Visual design solutions: Principles and creative inspiration for learning professionals. Hoboken, NJ: Wiley & Sons.

Morgan, A. (2024). U5: Universal Design for Learning [Canvas page]. Retrieved from U5: Universal Design for Learning (2024 Summer A) (asu.edu)

RevArt. (2023). Why are art galleries important? RevArt. Retrieved June 26, 2024, from https://revart.co/blogs/48_Why_Are_Art_Galleries_Important

Spencer, John. (2021, August 24). The inequality and equity [Video]. YouTube. https://www.youtube.com/watch?v=NL2xPwDrGqQ&t=67s

The Courtauld Institute of Art. (n.d.). What is art history? Retrieved from https://courtauld.ac.uk/study/undergraduate/what-is-art-history/

TigerLearn. (n.d.). Course development process: The ADDIE model. Fort Hays State University. https://tigerlearn.fhsu.edu/course-development-process-the-addie-model/

Laura Lawson
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