In recent years, renewed interest in learner and group-centered teaching and learning has yielded adaptive instruction and collaborative learning to provide flexible and powerful alternatives to the design of e-learning environments. Adaptive instruction argues that, learners will be able to achieve their learning goals more efficiently when pedagogical procedures accommodate their individual differences. Collaborative learning is supposed to lead to a deeper level of learning, critical thinking, and shared understanding, providing opportunities for developing social and communication skills. Accordingly, adaptive e-learning environments focus on the development of ways to support learners to undertake control over their own learning, whilst collaborative e-learning environments focus on effective collaboration. A number of important contributions concerned with designing personalisation in the area of adaptive educational systems have been made to date, mainly focusing on individuals. Considering that a group consists of individuals and also has its own identity, 'personalisation at group level' may target both to the members of a group and to the whole group. Exploring the ways that personalisation may affect and increase different types of interactions which trigger learning mechanisms at individual and group level, is a challenging goal. To this end, this workshop aims to deepen our understanding of how learners work at individual and group level and investigate how personalisation could support learning and assessment at both levels.