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Transforming a traditional classroom into a personalized learning environment takes a process. Personalized learning experts Barbara Bray and Kathleen McClaskey tell you how you can set it in motion.
Kathleen McClaskey's insight:
Personalized learning is built on the idea that each learner is unique and learns in different ways. This is called variability in learning. To support all learners’ unique needs and preferences, learning environments have to be flexible. It takes a process to transform learning environments and change learner and teacher roles. 
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John Bordeaux looks closely at the science of learning and concludes that personalized learning is a central design principle for transforming educational systems.
How do we know that “personalized learning” is important? "Why the emphasis on learning, rather than instruction? And why should the learning experience be tailored to the individual? The first consideration when pondering how to help children learn should be to explore how they learn. Fortunately, advances in neuroscience help us reconsider our approach to young minds, and answer some fundamental questions: Are we born with a vessel into which knowledge is poured? Or do we create our own mind?"
"Reviewing the science, we find that all learning is personalized. Neuroscience, cognitive science, sociology, psychology, and philosophy agree – we create representations of our world based on individual experience. No amount of instructional method can ensure an “accurate” uptake of information. This is because you are designed to predict events in a complex world. You do this by developing a consistent sense of the world around you, the memory of input patterns experienced from birth. The infant brain is incredibly plastic, meaning it can change and rewire itself based on the type of inputs flowing into it."
"Preparing children to succeed involves acknowledging each child’s centrality to the learning experience. We can choose to continue methods that are convenient to the adult, mass lectures or student ‘tracking,’ or we can provide a system that adapts to the individual minds in our care at every stage. The science leaves us no option here – ‘personalized learning,’ by whatever name, is a central design principle for a transformed education system."
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The Institute @ CESA #1 was established to transform public education in Southeastern Wisconsin into a system that is student-centered and personalized for each learner.
Jim Rickabaugh, Director of the Institute @ CESA #1 shares his insights on the process and strategy they have taken to transform public education. Here is a brief excerpt on their change strategy.
Stakeholders involved in personalized learning clamor for the flexibility necessary to truly transform public education into a student-centered environment.
Conversations about changing existing structures then begin to take place.These conversations may be difficult because changes to the status quo can be uncomfortable for those involved. However, because the models of innovation were fully explored and tested in the first two phases of change, a solid foundation has been laid. Those involved understand that structural changes are necessary in order to make the vision of getting learning right for all students a reality.
Generally it is after structural issues have been addressed that policies are changed, since the strength and purpose of policy is to stabilize a system and practices. In this last phase we will see an innovative system, fully transformed. To help frame the work, the Institute has developed a change strategy to guide our districts as they participate in the Personalized Learning Initiative, based on our honeycomb model. This strategy is based on change in three areas: learning and teaching, relationships and roles; and structures and policies, to be addressed in three subsequent phases.
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University learners need to be similarly considered. There is very little ubiquity of prior experience with such diverse intakes - Plan to shift from pedagogy to andragogy to heutagogy. Student needs shift from early engagement where pedagogy (teacher direction) is the norm, to andragogy where the role of the teacher shifts to facilitating student engagement in the processes of learning, to heutagogy where students define and organise their own learning requirements.