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.

The objective of this work is twofold, on the one hand, it concerns the definition of the basic concepts of our theoretical framework which touches the adaptive e-learning, the pedagogical scenario, and collaborative/cooperative learning. On the other hand, it concerns the proposal of a work methodology to lead to the design and realization of educational scenarios based on collaboration for adaptive online training.

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The purpose of this article is to contribute to enriching the models are intended to be promoted teachers and trainers reuse of pedagogical scenarios. We offer some of the steps of the scenarios of learning at the level of education and e learning. We also study tools lesson plan in teaching online, which can be provided to practitioner’s new ways. In addition, as a computing environment in terms of collaboration, we are particularly interested in the phase teaching situation collaborative, the purpose of which is to describe the use of simulations free in a learning environment specific.

Adaptive systems propose the use of a platform that adapts to the behavior of the learner. The research problem concerns the representation of educational content, but the field of educational engineering makes it possible to reorganize different devices specific to the use of techniques and methods or pedagogical tools that meet well-defined pedagogical objectives adapted to each learner leading to the acquisition of knowledge. For this, after having defined the basic concepts concerning scripting, collaboration, and adaptation, the authors propose a design of collaborative pedagogical scenarios for adaptive learning based on pedagogical engineering.