ABSTRACT
The technologically enabled practices described in the previous chapters are allowing the ideal of individualized learning to be realized. Most put the learner in the center of all the decisions about the structure of the learning activities, the time allowed to complete the learning goals, the tools used in the learning environment, and the curriculum. This is wonderful for the learner; however, it poses some serious challenges for the way that colleges and universities operate. It affects the semester system, classes and credits as units of analysis to measure progress, the range of technologies used to capture academic content, and the practice of individual departments independently defining the curriculum. These are no small challenges. In the following pages, I would like to elaborate on these and other areas where new practices are challenging higher education traditions. I do not propose many solutions, but sometimes understanding the problem can be a good first step. The best uses of technology for teaching and learning will continue to push a lot of changes in the ways things are done at colleges and universities.
