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Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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PLGE - Personalised Learning in Group Environments

Date of Publication


Target Group


Domain Area

Teacher Education

Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material

Guiding resources (online course/book)

Linguistic Features



Critical Thinking


The aim of PLGE materials is to provide language teachers with a set of innovative tools in an individual platform, along with the skills and knowledge to be able to offer adult learners high quality, personalised learning opportunities in adult, group language courses. The focus is on the personalisation of learning for adults, especially in informal environments.
The direct target group are language teachers and indirect target group are language learners, especially disadvantaged.
There are three main resources:
IO1: Handbook/Guide on Differentiation (Differentiated Instruction) in L2 Learning Environments for language teachers.
IO2: Standardised Modular ILP (Individual Learning Plan) Framework for L2 teachers – a framework for designing ILPs based on student/class demographics, interests, initial level of knowledge etc.
IO3: Interactive Electronic ILP and e-Learning Resource Platform – an automated type system, through which teachers and students can both log in to see their progression, short-term and long-term goals. It includes Interactive Electronic ILP System (no longer available) and Electronic Resource Library.
The resources have been validated by case-studies.

Case study

Validation with one Chinese PhD student (C1 CEFR level) of Linguistics and Italian language.
The material was understandable, the instructions on how to draw the activity were well explained, especially the step-by-step activity part, in addition there was also a case study on Chinese secondary school students. To read a real specific case, even if of different ages from what was in the instructions, makes easier to understand what needs to be done.
The resource was motivating, interesting, and more useful than a normal study, something new facilitates concentration; however, it also depends on the topic chosen whether or not it is of interest. In the case produced (lesson on "The mountain"), it could be less interesting for younger people (and also too difficult), and should consequently be adapted. I thought of the Erasmus students from Unibo who like to travel to the mountains and are young adults, so they have to prepare the trip, study the itinerary, imagine the destination and create a connection with the landscape. However, the topic itself is transversal if adapted to age.
The given material was complete, the activity explained step by step was very useful.
The texts of the resources seemed clear and correct to me, maybe there were errors, but I didn't see them.
Student's personal comment: in my opinion, this activity can only be done once, because it requires a lot of time to be prepared for the teacher, but also for the student. To sum up, it was an interesting activity, because it was innovative for me.


In the framework of holistic learning, the PLGE resources are designed to support teachers (as direct targets) to adapt their language teaching to student’s needs.
These resources can profitably be applied according to the methodology of the flipped classroom:
1 - Future L2 teachers of Italian will autonomously study the Guide on Differentiation.
2- they will interview their students for analysing their needs.
3 - In the classroom, they will put into practice the proposed methods (ILPs - Individual Learning Plan, CLIL, drama techniques for teaching, storytelling etc.) in simulated Italian lessons, in which teachers alternatively will play the role of teachers or of students.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
The capacity to motivate students to improve their language skills


Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning


Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries


Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning


Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need


Assess the technical usability from the point of view of the lecturer and the student


Assess the accessibility from the point of view of the lecturer and the student


The e-Learning Resource Platform is user-friendly, but the listed links often send to learning products with fee or no longer available.
Students are the indirect target of this approach. Therefore, a further added value is also the improvement in motivation and learning of language students, thanks to the Individual Learning Plan, the consequent differentiation of teaching and the introduction of motivating tasks in language teaching. It must be said, though, that both need’s analysis and the suggested activities are not so innovative (e.g. CLIL, Direct Method), while others are not so well explained (Classified Reader’s Library). The resource material are published in different languages, but the Italian version is often automatically translated, affecting the reader’s comprehension.
The Italian version of the Handbook/Guide on Differentiation sometimes has not been translated, probably due to a lack of revision.
It is an open source material but can be found only of the Erasmus+ platform.
Website of the Teaching Source: