# A Modular and Semantic Approach to Personalised Adaptive Learning: WASPEC 2.0
## 2 The Framework of Personalised Adaptive Learning  
According to Office of Educational Technology [7], \"_Personalized learning refers to instruction in which the pace of learning and the instructional approach are optimized for the needs of each learner. Learning objectives, instructional approaches, and instructional content (and its sequencing) may all vary based on learner needs. In addition, learning activities are meaningful and relevant to learners, driven by their interests, and often self-initiated._\" Personalised learning, which incorporates the core values of personal needs, personal development, and individual differences [8] into curriculum, assessment, and pedagogical approaches, can be implemented in and out of the classroom, using technology in scenarios such as blended or flipped learning or exclusively in e-learning. Other concepts used interchangeably in the literature to refer to personalised learning in the context of e-learning, both technically and pedagogically, include [8; 9; 10]:  
* _Adaptive learning_ refers to learning scenarios where learners get learning content that is personalised to their needs and preferences via the use of ICT technologies. * _Individualised learning_ refers to when students study at their speed and according to their own needs. * _Competency-based learning_ presents a scenario in which learners demonstrate competence as they advance toward various learning objectives. Competencies are a coherent application of information, skills, beliefs, resources, experiences, and tools that may be utilised while addressing a problem or (successfully) engaging in a task. * When learners are offered alternative learning approaches based on their preferences, this is referred to as _differentiated learning_. The similarity between these many types of personalised learning yields the following common views: the intersecting correlations of the various forms, the inclusion of other forms in personalised learning, and the inclusion of other forms of personalised learning in adaptive learning. While the final viewpoint is fairly frequent (and occasionally improperly applied), a closer look at the definitions and values indicates that these strategies can be applied differently or integrated, as shown in Figure 1. Despite considerable differences, the definitions share the following characteristics [10]: 1. Each learner's learning speed is tailored to their needs; 2. learning goals, techniques, material, and tools are tailored to their needs; 3. the learner's interests, choices, and context are crucial to the learning process; and 4. technology may help students learn more successfully. Other more in-depth definitions of adaptive learning include the following:  
* _\"Adaptive learning strategies create a student experience that is modified based on a students performance and engagement with the course materials. At its heart is an approach to instruction that relies on technology and data about student performance to adjust and respond with  
Figure 1: Different Forms of Personalised Learning. content and methodologies that develop a pathway to the student's mastery of a particular learning objective\"_[11]. * _\"Adaptive learning refers to the technologies monitoring student progress, using data to modify instruction at any time\"_[12]. Adaptive learning, according to these definitions, is data-driven, replicates some sort of intelligence, and may occur in real-time, in addition to the use of technology, which is the major emphasis. This sets it apart from typical e-learning tools, which are solely used to augment learning. Individual differences, performance, and needs are all important components in adaptive learning, as they are in personalised learning. While personalised learning may be applied in a variety of methods, adaptive adjustment is the essential aspect of adaptive learning [8].