Using Instructional Design Principles to Transition to Online Learning

Having a firm understanding of pedagogical theory and instructional design principles can help demystify and smooth the transition toward how best to plan for and execute online teaching.

Designed for library professionals who are new to teaching or would welcome a refresher, this first of two workshops will start at the beginning, leading us from in-person to online instruction. (Next workshop: Creating Engagement in an Online Teaching Environment


Kimberly Davies Hoffman serves as the University of Rochester’s Director of Learning Initiatives at the River Campus Libraries. With interests in engaging pedagogy, instructional design, assessment, and creating professional development opportunities, she has been a founding member for programs like LILAC, the 3Ts, and RYSAG (Rochester Young Scholars Academy at Geneseo). Recent projects include co-editing Open Pedagogy Approaches: Faculty, Library, and Student Collaborations and her participation in SPARC’s Open Education Leadership Program, the ARL Digital Scholarship Institute, and a grant-based digital collection of case studies highlighting faculty’s teaching with technology (DigITaL, Digital Ideas in Teaching and Learning). She has co-taught two online courses for RUSA. Kimberly earned her MLS at the University at Buffalo and a BA in French and International Relations at the University of New Hampshire.