In recent years, the term personalized learning emerged in the educational sector. As opposed to the one-size-fits-all model of didactic pedagogy, personalized learning allows for a more differentiated approach towards learning (and teaching). Rather than a linear learning process in which all students are instructed, learn, and practice at the same time, personalized learning allows for an approach that is centralized around the learner itself. It can be adapted to each student’s unique talents, preferences and needs (Howton, R.).

“The term personalized learning, or personalization, refers to a diverse variety of educational programs, learning experiences, instructional approaches, and academic-support strategies that are intended to address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students.” https://www.edglossary.org/personalized-learning/ 

The rise of personalized learning, is connected to technological improvements and developments. Cope and Kalantzis mention that systems related to personalized learning, monitor the learning progress of each individual learning.
By mapping the progress students make, a learning path and pace can be established adapted to each student (Cope, B. & Kalantzis, M., 2017). But, as Fiedler and Väljataga mention, personalized learning is not just educational technology. It is instead an approach or concept that is made possible by technology (Fiedler, S.H.D. & Väljataga, T. 2011).

Howton, for example, argues that personalized learning is “the purposeful design of blended instruction to combine face-to-face teaching, technology-assisted instruction and student-to-student collaboration to leverage each student’s learning style and interests of deeper learning” (Howton, R.).

Unfortunately, a consensus of what exactly personalized learning is, is missing. In practice, therefore, the term personalized learning is more often than not, used for selling technological products (Kohn, A. 2015). These products then gather test scores (results) and use these results to adjust the difficulty level of exercises (mostly exercises related to a particular skill that a student needs to master).

Of course, this technology might help students to master a particular skill set. It helps them to thoroughly learn and embody a skill on a particular level (something that I would like to call ‘grasp-learning’), before they move on to more difficult exercises… and so on. This especially might be useful in domains and subjects in which highly structured progress is possible such as algebra or grammar.

The question is… should we call this personalized learning?
Cope and Kalantzis make a distinction between personalized learning and something they call intelligent tutors, games and simulations. The way in which personalized learning is now often used however, is more closely related to the notion of what Cope and Kalantzis call intelligent tutors, games and simulations than personalized and adaptive learning. (Cope, B. & Kalantzis, M., 2017). In order to differentiate between the two, it is important to adopt a common definition of what personalized learning is. So let's address the elephant in the room. A common understanding is necessary if we want it to serve us in teaching our children. 

Cope, B., and Kalantzis, M. (2017). Conceptualizing e-learning. In B. Cope and M. Kalantzis (Eds), e-Learning Ecologies. New York: Routledge.

Kohn, A.(Feb 24, 2015). Four Reasons to Worry About 'Personalized Learning Psychology Today. Retrieved Apr 17, 2016.

Fiedler, S..; Väljataga, T. (2011). Personal learning environments: concept or technology?. International Journal of Virtual and Personal Learning Environments 2(4): 1–11.