This paper introduces the role of personalisation in the learning process, with a focus on aspects of the philosophy of technology and Internet studies. Significant changes in education, with the spread of the technological capabilities of open educational resources (OER) and massive open online courses (MOOC), offer the possibility to develop new approaches to solve problems resulting from a limited perception of new knowledge. This makes it possible to increase the effectiveness of learning through the personalisation of educational content which utilises information about participants in the educational process-students, lecturers and managers. In this work, we use the concept of a 'world view', which is a key feature of the 'thesaurus' approach. Practice of the thesaurus approach to the analysis of data about the participants' educational projects allows the construction of an individual world view of each participant in the educational process. Firstly, by utilising a world view, it is increasingly possible to identify potentially interesting topics which are open to the perception of an individual. Secondly, these themes can serve as a background or context through which an individual will be open to new information. Thirdly, following the analysis of a world view it seems possible to find authorities whose opinions are important to a person and will affect his behaviour. Finally, understanding of a community's world view can give insight into the best and most productive combinations in the formation of work groups, learning classes and other human interactions. Shakespeare's 'eternal images' are used to illustrate how this can be done.

Online learning and massive open online courses are widely used in engineering and technology education. Engineering next-generation learning requires overcoming the potential constraints of online learning environments which necessitate higher levels of self-regulation than traditional classroom settings. This particular requirement demands that learners allocate their cognitive, metacognitive, affective and motivational resources to meet this need. Lack of self-regulation can affect learners' engagement with the course content, resulting in sub-optimal learning outcomes or failure to complete the course. This paper reports on the design of a virtual learning assistant and its implementation in online learning activities. This paper outlines the virtual assistant's use as a data collection tool and, further, proposes that the virtual learning assistant has the potential to be used as an assessment tool for self-regulatory skills, and as an intervention tool to support online learners' selfregulation in online learning.

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