Visual aids are valuable for many reasons:

• Clarification—Visual aids can make complicated information more digestible. The adage, “a picture is worth a thousand words,” is true. Visual aids can convey meaning and essence more effectively that words alone. For example, it would be hard for an instructor to adequately describe the different levels of bridge and pier deterioration without photographs.
• Recall—When they both listen and view (or touch), participants use more than one sensory channel to process the information. Then, they connect the new information to their existing memories in multiple ways. As a result, they retain the new information better and longer than if they had just heard words alone.
• Focus—Visual aids can focus participants’ attention on essential information. Bulleted phrases on a PowerPoint slide or easel pad can highlight and reinforce key points from a lesson. Maps, diagrams, photos, or other media can emphasize important details and put new information into an understandable context.
• Variety—Visual aids also add variety to a training presentation. Video clips and images provide an interesting visual and/or audio break from a lecture or text-heavy slides. But it is important not to add novelty or decorative images or animation to a presentation. They actually can backfire and distract learners from the message.

While visual aids are a valuable support for an instructor, they should not replace the instructor. A good rule of thumb is if the instructor can’t present the training without the visual aids, then the instructor is relying on them too much. Human error and technological glitches can and do happen. A competent instructor should be able to adapt and deliver the training without the support of visual aids. For more information on dealing with challenging issues, refer to Difficulties with Technology.

It is also important to make sure that all participants can see the visual aids clearly. When setting up the training room, take a moment to sit in chairs in all four corners of the room. Check to make sure that participants in those locations would have a clear sight line to the projection screen, easel pads, whiteboard, etc. If they would not, move the chair or shift the visual aid to improve visibility. For more information on effective classroom layouts, refer to Creating Classroom and Virtual Learning Spaces.

Also, consider how a participant with visual, hearing, or motor difficulties will be able to access the information in the visual aid. Section 508 of the Americans with Disabilities Act of 2007 guidelines include print, audio, and video media and websites.

To use visual aids effectively, it is necessary to understand how to maximize their advantages and work around their disadvantages.

PowerPoint is popular because it makes it easy to create and modify professional-looking presentations. PowerPoint slides can be simple or elaborate. Colorful templates are available and users can personalize slides with colors and font styles. Slide layouts allow you to insert photos, videos, quizzes, hyperlinks, or other interactions. Also, PowerPoint files are easily transportable. You can store the files on a flash drive or share via email, and there are several handout options available in the PowerPoint print menu.

Sunshine and projection lighting sometimes create glare that obscures the presentation. It may be necessary to dim the lights which can make it hard for some participants to take notes or stay awake. If the instructor doesn’t incorporate question and answer sessions or activities, participants will be unable to engage with the content and will become passive learners. PowerPoints are especially vulnerable to technical difficulties that can disrupt a presentation such as burnt out projection bulbs, inoperable slide advancers, sound issues, broken hyperlinks, etc. For information on creating a backup plan, refer to Difficulties with Technology. Images may be clear when viewed on a laptop but are not readable when they are projected. Consider creating handouts for diagrams or other images when participants need to see the details.

Easel pads and chart paper may be low tech, but their simplicity and flexibility make them extremely useful in the training classroom. The blank pages and a few colored magic markers create nearly unlimited opportunities for expression. They can be used to highlight key points, capture participant ideas, and create expressive diagrams on the fly; or they can be prepared in advance and revealed at appropriate times in the lesson. One tip is to write the information in pencil and trace over it later with a marker. Another tip is to fold the corner of a page you want to turn to later or attach a small sticky note at the bottom of each pre-made sheet to help you flip to the correct page.

Participants can engage with easel pads and chart paper as well. Instructors can hand a marker to one or more participants to record key ideas at the front of the room. If there are enough easels and pads, one can be positioned by each table for a small group activity. If there aren’t enough, sheets can be torn off and distributed so the groups can record their ideas. If the information is going to be referred to in the future, the sheets can be tacked or taped to the wall.

Savvy instructors will verify that the training site host will provide enough chart paper or easel pads. Prepared instructors also travel with a set of fresh markers to avoid being stopped mid-sentence if the ink runs out. Paper and markers are expensive and the easel pads’ size and shape makes them awkward to transport. Attaching several binder clips to the bottom and sides of an easel pad will keep the pages from separating or from flapping in the wind. In the classroom, they present another disadvantage: participants in the back may not be able to see the full easel pad. For participants to be able to view the entire message, it’s a good idea to avoid writing on the bottom of the pad and continue on a new sheet, if necessary. Remember to attach sheets as high on the wall as you can to provide the greatest visibility. Even participants in the front of the room may struggle to read writing that is too small or too close together. For greatest clarity, use wide-tip markers and make letters at least 2 inches high. Leave another 2 inches of space between each line.

Videos increase participants’ interest because they add motion, images, and audio into the classroom. They also introduce variety with a new “instructor” voice. Videos enhance learning because they can transport participants outside the classroom or provide complex demonstrations. No matter who the instructor is, participants will always get a consistent message from a training video.

Technology is making it easier and less expensive to create videos, but it is not always easy to find one that fits with the learning outcomes in a lesson. Some videos may be available, but are out of date. If a suitable video exists, don’t waste participants’ time by showing the whole thing. Just show a pertinent clip. Clips should be a maximum of 2 minutes long. Be sure any video you show for a federal government course or presentation is Section 508 compliant. Keep in mind that viewing a video is a passive experience. To increase participant engagement, explain the purpose of the video, how long it will last, and set a clear task for them to accomplish as they watch and listen. Follow the video with a discussion or other engagement activity. And remember, too much of anything is not good for you. Participants will become bored if videos are overused as an instructional tool.

Handouts are extremely versatile. They can provide review information to support struggling learners. They can provide full-sized versions of charts, tables, and other images that are too small to be read on a slide. They can offer articles or documents related to the content, provide additional resources, and provide a structured space for participants to take notes. Handouts can support skill transfer because participants can use them as job aids or references when they return to their jobs.

Handouts can sometimes present document management challenges. If handouts are distributed too early, they may get lost or may be reviewed out of order, and time will be wasted as participants search for the right page. Participants may become confused if there aren’t clear document titles or page numbers. Some participants may become distracted by handouts because they will focus on what is coming up next and not on the current lesson. It is sometimes best to take the just-in-time approach and distribute handouts only when they are needed.

Whiteboards are often available in training rooms. Web and video conference platforms also offer interactive, online versions. Like easel pads and chart paper, they are colorful, easy to use, and readily available. They are ideal for reinforcing key information, creating diagrams, explaining key words and phrases, or showing how the material is organized. Like with easel pads and chart paper, whiteboards can be used to capture and share participant input. Important information, like Wi-Fi passwords, key vocabulary, or ground rules can be retained, and participants can refer to them again when needed. Less important information is easily erased.

Because whiteboards are often attached to the wall and can’t be repositioned, some participants may not have a clear view of them. It also may be difficult to read something written on a whiteboard from the back of the room. Like easel pads and chart paper, it is necessary to form large, legible letters and leave space between lines of text so participants can read the message. Even on large whiteboards, space is limited and it may be necessary to erase frequently to record new information. Check with participants to make sure they have finished copying information before you erase. Fresh dry-erase markers, erasers, and cleaners are essential, and instructors often need to bring their own supply.