The tools and expertise for computer based education systems have been available for years. My experience at Rochester Institute of Technology (US)from 71-81 and then in private businesses (81-94) addressing use of computers as administering, directly provided instruction, testing-quizzing-remediation and individualizing instruction (over 1500 topics) demonstrated consistant high standards reached (85% mastery) and reduced time to complete work by 50-70% depending upon the course complexity. Any instructional programs that did not meet these standards were re-written until they met these standards, or the student population was re-examined to determine the problem and then re-written. The RIT facility was also a clearing house for instructional programs developed at 15 other facilities (1968-80). Comming out of all this were strategies (course design structure)which have been adopted primarily in military training, language labs, NAVAIR-LSO (Landing Signal Officer)training, Army training (wide array of topics), Business and Industrial training from specific imployee training to Management curricula. At the educational institutions segments of 1500 curricular topics were explored. One of the most dramatic of all curricula explored was a curriculum spanning beginning Algebra through the third course in Calculas - the results of which grouped the students in a top 10% of competency. The private business model in then US was economically feasible when providing industrial skills. The government schools in the US is a massive bureauracy not interested in compent skills and efficency (yet). However, home-schooling is growing and demanding efficient effective curricula.
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