On Wednesday afternoons, Parker Story connects via Zoom from Nashville with colleagues Allene Hyatt and Santa Pastorius in Pittsburgh. Their meetings focus on practical tasks such as testing new tools and refining course templates for the University of Pittsburgh’s online courses.
“We were scheduled for an hour and we usually doubled that,” said Story, an instructional designer at the University of Pittsburgh’s Center for Excellence in Digital Education (Pitt EDGE). “We really enjoyed the collaboration that was happening.”
Story joined Pitt EDGE after its launch in October 2024, contributing to efforts to standardize and improve online learning at the university. Instructional design has become increasingly important as universities seek to address declining enrollment and meet growing demand for online education. The recent creation of National Instructional Designers Day highlights how instructional designers support flexible education options for working adults, career changers, and other nontraditional students.
Currently, Pitt EDGE employs 10 instructional designers and two instructional technologists who support online and hybrid programs across the university. Over the past year, they have collaborated with 70 faculty members to develop 102 online courses on platforms including Canvas, Pitt Professional, and Coursera. The team also completed an advanced leadership development course and helped launch an online RN-BSN degree completion program with faculty at Pitt-Bradford.
A key project has been the development of a universal online course template within Canvas. This template aims to provide students with a consistent and accessible learning experience while allowing faculty flexibility to adapt content according to their teaching style. It is being shared across the university and adopted by partner schools such as the School of Education.
The template draws on best practices from organizations like the Online Learning Consortium and Quality Matters. Its features include clear organization, accessibility elements such as consistent headers and icons, opportunities for student interaction, and guidance on establishing a “course rhythm” so students can manage their time effectively in virtual settings.
“Each online faculty member will get an instructional designer who will serve as their instructional coach throughout the process,” said Rae Mancilla, executive director of University digital education.
Mancilla began her career at Pitt as an instructional designer in 2014 before helping expand access through online programs aimed at rural communities and working professionals. Her current team collaborates with multiple schools to create cohesive programs rather than isolated courses.
Instructional designers combine expertise in learning theory, technology, project management, accessibility standards, and interpersonal skills needed to work closely with faculty members. Mancilla described them as “miniature project managers of the design process,” coordinating assets while keeping decisions focused on student needs.
IDs start by conducting needs assessments with faculty before building prototype modules in Canvas; these are revised based on feedback until finalized. Story transitioned into this field from teaching French because he enjoyed designing engaging lessons: “What I’ve always loved about teaching is that creativity,” he said.
The universal template was finished in December 2025 and will be used starting summer 2026 courses. It includes surveys for student feedback specifically about design so it can be improved over time.
“We never view something in the instructional design world as totally done,” Story said. “It’s an iterative process where we take the feedback and make it better.”
Mancilla sees institutional value but also personal impact: Online learning can act as “an equalizer”—broadening access to those unable to attend campus-based classes.
As educational needs evolve at Pitt, Mancilla’s team continues working alongside others to rethink how courses are designed—ensuring that wherever students log in from, they encounter thoughtfully constructed experiences built for effective learning.
