Instructional Design Summit - Part 2: The Instructional Designer's Dilemma: How Can I Maximize Time and Efforts with Faculty and SMEs?

Concurrent Session 4

Session Materials

Brief Abstract

Join us for a conversation with panelists sharing their stories, strategies, successes, and failures with faculty and SMEs through the instructional design process. 



Asst. Director for instructional design in support of the University of Arizona's fully online campus. Oversees the general education academy and UA Online's instructional design team. Currently pursuing an Ed.D. in Leadership and Innovation. Areas of research interest include instructor presence and its impact of a sense of community and student success in online learning.
Currently work as an instructional designer working with faculty to develop online, blended, and technology enhanced courses.
Stephanie is an experienced eLearning innovator with more than 18 years of experience in higher education. She holds graduate degrees in curriculum and instruction and adult education and training. She has taught online at the community college and university levels in the areas of instructional design, instructional technology, and college success strategies. For more than 15 years she has worked in an area of eLearning in higher education. She is also the co-author of the textbook Life During College: The Online Learner's Guide to Success. Stephanie lives in Arizona with her family.
Dylan Barth is the Director of Professional Learning at OLC. In this role, he is responsible for providing leadership and vision for the Institute for Professional Development, which offers a wide range of virtual programs intended to engage online, blended, and digital learning professionals at every level. Dylan has 20+ years of experience teaching in higher education and 12+ years working in faculty and instructional development. Prior to joining OLC, Dylan worked at the University of Wisconsin-Milwaukee’s Center for Excellence in Teaching and Learning, where he developed and facilitated workshops and offered departmental and individual consultations to instructors teaching online, blended, and face-to-face courses; at UWM, he also taught courses in Women’s & Gender Studies and the Honors College. Dylan graduated from OLC’s Institute for Emerging Leadership in Online Learning (IELOL) program in 2017 and has served as a track chair for several OLC conferences. Dylan holds a Ph.D. in English from the University of Wisconsin-Milwaukee with an emphasis on masculinities in contemporary post-apocalyptic fiction.
Laura Widenor serves as an instructional designer for Kansas State University Global Campus. Her primary responsibilities include assisting faculty in the design of online coursework, course reviews, and providing resources for best practices in online teaching. Prior to joining the K-State Global Campus, Laura acquired several years teaching experience in Idaho and held a variety of administrative positions in student life. Laura holds a Master's degree in Elementary Education, which she received through a hybrid online and on-campus program from University of Phoenix, Boise. She holds two certificates from the Online Learning Consortium in online teaching and instructional design and the Lamar University Advanced Graduate Certificate in Online Education.

Extended Abstract

Whether you are a one-person instructional design shop or a large unit, we all face the same dilemma in our work: how do we maximize the time we have with faculty and SMEs for course development? In this session, panelists will share their stories and strategies guided by three big questions.

  1. What were some processes that failed that helped you reimagine your work?
  2. How do you develop trust and build effective working relationships with SMEs?
  3. For instructional design units that are 1-person or few-people units, what suggestions do you have for maximizing time, energy, resources, efficiencies when the demand is high but the resources are low?

By the end of the session participants will be able to:

  • Identify pitfalls to avoid in the instructional design process
  • Maximize time, energy and resources through efficiencies and systems
  • Leverage instructor/SME passion for students and subject matter to success with the course design