1. Course materials designed fo r individual use must be based on adult learning theories and be compatible with a learning outcomes approach. They should provide learners with the opportunity to acquire not only academic skills and knowledge but also develop their critical-thinking and problem-solving ability. These course materials, whether teacher-designed or commercially published, must adhere to the principles of good instructional design.
   
   
2. Learners must be independent, motivated and highly self-directed to be able to work in large, multi- level classes that primarily use print-based course materials.

Even the structure of individualized instruction may vary from program to program. One program, for example, has a math teacher and a communications teacher both teaching in the same class room.

According to the Essential Skills List for LBS college practitioners (Appendix E) the entry- level full-time literacy practitioner is expected to contribute to the ongoing planning and development of LBS programs, and in collaboration with colleagues and learners, contribute to the ongoing development of learner-centred curriculum. As previously discussed, the transition to a learning outcomes approach has presented some major challenges to LBS college programs. It is not surprising that programs are at very different places in implementing changes. Some programs have implemented substantial changes to their programs – completely revising their course materials and delivery methods. Other programs have implemented fewer changes, either updating/expanding individual courses or parts of courses. It will be important to keep the shift to learning outcomes in mind as you gather information about the whole program, individual courses, course content and your specific roles and responsibilities.