Basic ID vs. Advanced ID

A basic instructional design model provides the fundamental steps required to create new learning opportunities: analysis, design, development, implementation and evaluation (Berardo, Deardorff, Trompenarrs, Fons, 2012). Basic ID is the study of instructional design and the models that are known or accepted as valid or reliable. Basic ID is focused on the user and planning content for a “type” of audience. ADDIE and Blooms as examples of basic, usable and universal models.

This term was more difficult when researching.  There are many course descriptions out there for advanced ID that discuss building upon basic concepts of ID and journal articles that discuss but do not define advanced ID.  I did locate a book that helped some, but I could not access the entire book online.  The term Advanced Instructional Design Advisor is used in the book.  The statement that clarified is “inexperienced authors will be coached to develop basic ISD skills while the more experienced authors will be advised on the employment of advanced instructional design variables and conditions” (Spector & Polson, Muraida p. 209, 1993). What I take from these few pages is that advanced ID builds upon the experience or knowledge of theoretical concepts.  The models of basic ID are developed from the foundation of the theories and principles of instructional design.  Creating an ID project from a model can be accomplished without understanding the theories behind the model (basic ID); however, in advanced ID there becomes a deeper understanding of the underpinnings of instructional design.

A prescriptive instructional principle is synonymous with instructional guideline (Lindsey & Berger, 2009).   A descriptive instructional principle has two components.  It is an instructional method and has a probable effect on learning (Lindsey & Berger, 2009).  A prescriptive id model provides an instructional guideline for instruction or what instruction should be. These models come from instructional learning theory.

After additional reading and thought on basic ID versus advanced ID, the terms may not be as far apart as I thought.  The term “occasional designer” used in the Rapid Instructional Design book is a person who can utilize basic ID.  Basic ID may also be beneficial to those in corporate or business training. The Warren & Wakefield (2011) article provides information on the use of ADDIE and rapid ID to create a program within several weeks.  The program was based on the social constructivist principles; these principles were the guide for the project.  The use of ADDIE, which I thought as a basic ID model is used in an advanced instructional design project in this situation.  As a student, basic ID is the first step in understanding the idea of instructional design.  The models and steps learned in basic ID are the foundation for advanced instructional design, which requires additional training and understanding of the theories from which the model is developed.


Berardo, K., Deardorff, D. K., & Trompenaars, F. (2012). Building Cultural Competence : Innovative Activities and Models. Sterling, VA, USA: Stylus Publishing.

Lindsey, L. & Berger, N. (2009). Experimental approach to instruction. In Reigheluth, Carr-Chellman, Alison, Instructional-Design Theories and Models, Volume III : Building a Common Knowledge Base. Florence, KY, USA: Routledge.

Spector, J.M., Polson, M.C., & Muraida, D.J. (1993) Automating Instructional Design: Concepts and Issues. USA: Educational Technology Publishing.

Warren, S.J., & Wakefield, J.S. (2011). Instructional design frameworks for second life virtual learning. Cutting-edge Technologies in Higher Education, 4, 115-163.

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