The personalization of learning remains a very important subject in research particularly with the progression of technology, it refers to a pedagogical approach that is located in an intermediate space where teaching and learning come together with devices personalized and adapted training courses for the different learner profiles in a social learning context. We offer a general approach to the personalization of teaching scenarios during the different types of teaching activities and taking consideration the learning styles of the learners and based on the Kolb learning style model. Our research work aimed at developing a personalized and adaptive learning system to meet the needs of learners and adequate with their preferences and profiles all throughout the learning process offered by the system by making a correspondence with the suitable pedagogical scenario with each profile and each activity.

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In the face of technological innovation, the field of education has undergone a progressive evolution through the use of technology. Among the techno-pedagogical trend, the authors find the adaptive E-learning which is a new reform. This trend consists in providing personalized learning adapted to individual and collective needs, both in terms of learning pace and content. Through this chapter, they try to link personalization and adaptation. In a first step, they define adaptive e-learning after giving a historical overview of the different adaptive systems from open distance learning to e-learning as well as the components of adaptive systems. In the second part, they define the notion of personalization in adaptive e-learning and the pedagogical scenario. Finally, in the last part of the chapter, they propose an approach to design a personalized and adaptive learning system based on the pedagogical scenarios during the different types of pedagogical activities.

Various efforts and forms to provide effective e-learning during the COVID-19 crisis forced teachers during this period to re-examine what form learning and teaching can take in the long term and what role e-learning can play when institutions reopen. This transaction from face-to-face learning to distance learning is gradually developing and leading the world towards a fully digital world and with the proliferation of technology and the information and communication technology (ICT) revolution. The field of e-learning has now become a new epitome widely used, accessed, and implemented by institutions. The main objective of the chapter is to shed light on the transition from face-to-face to online learning. The authors define traditional learning after giving an overview of the so-called new pedagogy and comparing it to traditional pedagogy. Then they define the different types of e-learning by proposing examples each time. Towards the end, they specify the different models and methods of e-learning.

The evolution of technology in education allows us to create tools that allow make us to achieve things that we can't do without, or that we used to do, but in a different way, and this difference is significant enough to change the character of activities and relationships. As a result, using a computer system generates a new environment for new applications. This dimension must be integrated into the design of the object or the difficulty is to develop an environment that will provide a context that meets pedagogical expectations and encourages the learning desired. In order to design learning environments, it is necessary to have works that study the use of technologies from the perspective of learning. In this chapter, the authors present the progression of digital education from its birth to today as well as the pedagogical practices of each mode and type of education.