Development of personalized learning objects for training adult educators of special groups

Purpose – The paper seeks to provide personalized learning objects to adults' educators of special groups (AESG) in a technology‐enhanced learning environment. Design/methodology/approach – The paper presents a definition of specific criteria by which personalization of learning objects is effected. An analysis under the scope of adult education and multicultural education is performed, resulting in the development of tools and a clear path leading to more efficient personalization of learning objects of AESG within an e‐learning environment. Findings – Personalization of learning objects for AESG can be achieved to a much greater extent when the element of compatibility between educator and learner defines content, preceding and mapping with presentation factors. Research limitations/implications – As the research is focused on AESG, the key notion of compatibility may not be applicable to adult educators of the general public. Practical implications – The paper offers a path through which learning management systems can provide improved personalization of learning objects addressed to AESG. Originality/value – The introduction of compatibility between educator and learner as the key element of the educator's profile in order to provide personalized learning objects addressed to AESG opens up new territory. The paper is also useful to the developers of learning management systems addressed to any group with special attributes which strongly affect the learner's profile.