Addressing the question which is the title of this post, I'll begin with Individualized learning (I'm bringing attention to some of the challenges here, not proposing solutions).
Individualized learning my tend to leave the ball in the learner's court as regards type and volume of activity. What if essential aspects of the subject are neglected? What if the learner doesn't really put in the 'hard yards?' What if the materials, though catering to individual differences, don't take certain types or groups of individuals into consideration (as regards the forms the learning materials take)?
In the case of ubiquitous learning, in environments 'arranged' for learning opportunities: Can't things all get a bit distracting and higgledy-piggledy under some circumstances? How to ensure essentials are communicated, not just a smattering of aspects? If accessing mixed materials via miscellaneous devices from miscellaneous locations, is there neccessarily sufficient groundwork gained, progressive development, quality and practical consequence from the learning? Is the accessor sourcing materials of varying quality in a random manner?
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