Higher education institutions are increasingly moving from traditional education approaches to incorporate online and distance learning (ODL) models, and this represents a substantial educational challenge for many educators. One way to support this challenge is by providing appropriate professional development (PD) for the design of ODL. Based on models from the Open University, UK this paper contends that PD for the design of ODL should align learning design frameworks with constructivist and student-focused pedagogies to manage the change to the professional teaching identities of participants that designing ODL represents. Robust professional identities are important for mitigating anxiety, embedding lasting change and leveraging the benefits of ODL for institutions and students. In this study, the rationale, model, and strategies of the Learning Design and Course Creation Workshop, based on current literature and participant feedback gathered immediately after instances of the PD was completed in China, are described. Evidence and examples of impact gathered from a second instrument, gathered after implementation, is also provided, and discussed in this context. The findings and conclusions will be of interest to those tasked with providing PD to support educators faced with rapid educational change, particularly as a response to the global demand for the design of ODL.