Use of Images (coming soon)

Overview

Images can make online learning clearer, more engaging, and easier to remember. They can also distract students or create accessibility barriers when they are added without a clear purpose.

The goal is not to add more images. The goal is to select images that help students understand, remember, or apply course content.

Start With the Learning Purpose

Before selecting an image, identify what students need help understanding. Find the learning need below, then choose a visual that supports it.

Avoid Images That Do Not Support Learning

An image does not become instructional simply because it relates loosely to the topic. Avoid visuals that do not help students understand the content.

Choose an Accessible Image

An accessible image communicates its essential information to every student. Before adding an image, confirm that it is easy to see, easy to understand, and supported by the right text.

First, Check the Image Itself

Select an image only when it meets all of the following requirements:

Next, Decide What Text the Image Needs

Use the image’s purpose to determine whether it needs alt text, a long description, or a caption.

Image Type	What to Provide	Example
Decorative The image adds visual interest but does not teach anything.	Mark it as decorative. Do not write a description.	An abstract background, divider, or generic photo that adds no essential information.
Simple and Meaningful The image communicates one main idea that can be explained briefly.	Add alt text. Describe the essential information students need from the image.	A photograph of laboratory equipment, a simple illustration, or a screenshot showing one feature.
Complex The image contains detailed data, steps, labels, or relationships.	Add brief alt text and a long description. The long description must provide the complete instructional information.	A chart, graph, infographic, detailed diagram, process graphic, or map.

Alt Text

Alt text is a brief text alternative that a screen reader announces in place of an image. It should communicate the image’s essential meaning within the lesson.

When writing alt text:

• Describe what students need to learn from the image.
• Focus on important content, not every visible detail.
• Include important words or labels that appear in the image.
• Do not begin with “image of” or “picture of.”
• Do not use a file name or placeholder such as “graphic.”

Long Descriptions

A long description is used when alt text alone cannot communicate all of the important information in an image.

Use a long description for images such as:

• Charts and graphs students must interpret
• Diagrams with several parts or relationships
• Infographics containing multiple facts or sections
• Maps showing important locations, routes, or patterns
• Process graphics with several steps or decision points

The long description should explain the important data, labels, steps, patterns, and conclusions. It may appear directly below the image, in a nearby expandable section, or through a clearly labeled link.

Captions

A caption is visible text that appears with an image. Captions are helpful when all students need additional context, but they do not automatically replace alt text or a long description.

Use a caption to:

• Identify a person, place, object, or event.
• Explain why the image is relevant to the lesson.
• Highlight the main point students should notice.
• Provide a figure title, source, or attribution.

Working With Media Services

Media Services can help create static instructional images when an existing image does not meet the learning need.

When requesting an image, provide:

• The course and module
• The related learning outcome
• The concept the image should communicate
• What students should notice or understand
• Required labels, data, steps, or relationships
• Examples or references when available
• Source information for supplied materials
• Known accessibility considerations

Requests should be submitted before CDD sign-off whenever possible. Media Services sets aside capacity for up to five static images per course as part of the regular media planning process.

Key Takeaway for Selecting Images

Work through these four questions before selecting, requesting, or approving an image.

1. 1

   Is the Image Necessary?

   Select the image when it helps students:

   • Understand a process or sequence
   • See a relationship or structure
   • Recognize what something looks like
   • Compare information
   • Interpret data or identify a pattern

   Do not select it when it only fills space, repeats nearby text, or has no clear connection to the lesson.

2. 2

   Is the Image Accessible?

   • Text and important visual elements have sufficient contrast.
   • Color is not the only way information is communicated.
   • Labels and text are large enough to read.
   • Important details remain understandable on smaller screens.
   • The image has the appropriate alt text, caption, or long description.
   • A student who cannot see the image receives the same essential information.
3. 3

   Is the Image High Quality?

   • The image is clear, sharp, and not pixelated.
   • Important details remain visible when the image is enlarged.
   • Lines, labels, and edges are clean.
   • Text is crisp and readable.
   • The image is not stretched, skewed, or distorted.
   • The visual is not overly crowded or distracting.
4. 4

   Can Excelsior Use the Image?

   Confirm that Excelsior owns the image, has permission to use it, or has access through an appropriate license.

   • Record the original source.
   • Confirm the license permits the intended use.
   • Include attribution when required.
   • Keep documentation of permission when applicable.

   Do not assume an image can be used because it appears in a search engine, textbook, presentation, or website.

Additional Resources

• W3C Images Tutorial
• W3 Resources on Alternative Text for Images
• Authoring Meaningful Alternative Text
• WebAIM Contrast Checker