All branches of the U.S. military are moving toward education and training that is tailored to meet individuals' needs wherever they are and whenever they are ready to learn. The result will be a culture of continuous, personalized learning with learner progress that is based on proficiency and a greater emphasis on technology-enabled immersive…

Most classrooms in the U.S. are composed of students with different learning styles and experiences as well as different achievement levels (Ferguson, 2001). Personalized learning is a unique way of students' learning determined by their own learning style, pace, and needs. Focusing on individual differences, personalized instruction aims to…

This article, the third in a series of four installments, begins by discussing the need for paradigm change in education and for a critical systems approach to paradigm change, and examines current progress toward paradigm change. Then it explores what a learner-centered, Information-Age educational system should be like, including the APA…

A presentation of a conceptual model of individualization which provides a common language, a model which can be empirically validated and subsequently utilized to measure, evaluate and generate further research, and criteria to examine existing measurement surveys. (Author/HB)

A model is presented which includes these components: analysis (behaviors, objectives, sequence), synthesis (competencies, materials, setting), and outcomes (evaluation, modification). (DAG)

A description of how one type of individualized learning package is prepared. (AK)

Four testing schemes are outlined: post-test only, pretest/post-test, the Individually Prescribed Instruction (IPI) Model, and the EIPI Model which takes into account the learning style and the psychosocial background of the learner. The EIPI model has three phases: placement, counseling, and intervention. (RAO)

Discusses the management by objectives principle as it can be usefully applied to individualizing instruction, particularly as it capitalizes on Thota's planning, implementing, and evaluating model. (RAO)

This article describes a working approach that utilizes the knowledge and skill of the program author, the abilities of members of the CAI staff and the talent of educators and consultants to generate an instructional program. (Author)

Considers the structural components essential to programs of Indivisualized Instruction, leading to a model of a generalized computer managed instruction system. (JY)

A description of a system for monitoring individualized student progress in vocational education programs for the purpose of reporting progress of individual students and the effectiveness and efficiency of the vocational education programs. (Author)

A plan for a demonstration school is outlined. The design calls for a reallocation of capital and labor resulting in the heavy use of instructional technology and differentiated staffing. Comparisons with traditional schooling show the model to be potentially more cost-effective. (BD)

Discusses changes in models of education and teaching that affect the roles of educational technologists. A review of schooling models of the past, present, and future emphasizes a shift from traditional teacher and student roles to more democratic, individualized instruction; and McBeath's transformational model for change is considered. (15…