Seminar paper from the year 2010 in the subject Pedagogy – Adult Education, , language: English, abstract: Personalized learning (PL) runs the gamut of contemporary educational
perspectives. In this respect educators and students relate such phenomenon to the needs of contemporary time. Living in the post-industrial society with the information as the most valuable product, people cannot use obsolete methods but the newest ones. The state-of-the-art trend in education is concerned, as strange as it may seem, with personalized learning. Its approach is far-reaching today. More and more learners in civilized high-tech societies cannot but use PL, as a prerogative trend in identifying something new. Up-and-coming students of today do not feel any problem in studying on the personalised basis. A somewhat “isolation” is nothing for personalized learners. Thus, the purpose of the paper is to identify the peculiarities of PL in terms of the international discourse and its usability for contemporary learners and educators in the UK and in Australia. To expand this aim, it is better to ensure that several questions are clear to an observer. Thereupon, it is applicable to show these issues off:
1) What is PL?
2) How does it relate to Maslow’s theory of needs?
3) What peculiarities of this form of education in the UK and in Australia?
4) What are the advantages and limitations of PL?
5) Why is PL significant for all that?
6) What are the future implications of PL?
These draft questions lead the discussion in the paper to more critically wellcrafted assumptions and claims.
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