One-to-one personalised 

adaptive learning programs

We build programs which we deploy via an advanced adaptive learning platform that simultaneously addresses and measures.



What we know and understand.



How we use what we know.



How we behave and engage in the world.



How we reflect and adapt.

The adaptive learning platform Area9 Rhapsode delivers engaging content; detects and fills knowledge gaps; remedies unconscious incompetence; teaches new knowledge; re-enforces skill building; increases competence and confidence; increases knowledge retention and builds character.

Area 9 Lyceum Partner
Adaptive Learning

Our One-to-One personalised approach provides an opportunity for:


Problem-based learning


Keeping the learner at just the right difficulty of study


Moving backwards and forwards through a subject as needed


Using different approaches to a topic as needed


Constantly assessing whether the learner is progressing

Based in South Africa
Realistic VR-based simulation

Hands-on training, both actual and simulation based, is a natural part of learning. Recent technological leaps have made it possible to perform highly realistic hands-on virtual training, and by utilizing modern immersive virtual reality the training can be highly interactive. Through immersive VR procedural demonstrations can be viewed from all angles, hand-eye coordination can be trained, and otherwise impossible simulations can be played out – as both self-directed as well as collaborative learning.

While VR works wonders for some learning objectives, it is not the solution to all training requirements. To utilize VR for relevant learning objectives Populus Development has partnered with The training room online ( This collaboration has made it possible for companies to easily create their own VR learning resources – without writing a single line of code. These resources integrate seamlessly into PDC/Area9 Rhapsode and can be accessed through traditional web browsers, consumer level VR headsets or high-end VR hardware.

Converting ILT or VILT to Blended Training

When an Instructor led training or Virtual Instructor led training course contains both cognitive and practical components [role-playing or hands on with technology] it’s prudent to use ‘Horses for Causes’. The best ROI would come from deploying cognitive aspects as adaptive learning and practical aspects as ILT or VILT

Example: VEJ-EU, the body responsible for safety training on Denmark’s roads, converted a two-day class to adaptive modules in PDC’s partners’ platform Area9 Rhapsode plus one day in class. This better served the students who came from widely different backgrounds, reduced the cost of the class, and eliminated a hotel stay. 

Using Adaptive Learning in Class

Albeit less common, another remarkably effective use of adaptive learning is to incorporate it directly into the classroom.

You may ask, why have the instructor when you have participants working on their laptops studying independently in a classroom? Bloom’s research clearly showed that adjusting to learners’ needs in the classroom produced much better results. 

It is nearly impossible for an instructor to meet the unique needs of three or four students, let alone 20 or 30. Instead of the instructor standing at the front of the room talking, participants engage with the cognitive content through a biological adaptive engine. The participants move at their own speed with the support they need, and the instructor is free to give focused assistance.


Converting ILT or VILT to Adaptive Learning

Existing Instructor Led Training or Virtual Instructor Led Training courses typically have a fair amount of ‘show and tell’ – the Sage on the Stage standing at the front of the class teaching facts, concepts, or procedures.

As Bloom showed more than 30 years ago, personalized teaching is significantly more effective than ILT for cognitive training. For courses that are exclusively ‘show and tell’ with no practical component, the greatest ROI will be achieved by converting the entire course to the adaptive learning methodology.

Example: National Safety Council worked with Area9 to convert a two-and-a-half-day classroom course to 16 adaptive modules.  The median time to complete dropped from 20 hours to less than ten, with some learners mastering the material in as little as four hours. 

Using Adaptive Learning for Prework

A common approach to developing a blended program is an online component prior to coming to class.  This is often driven by a logistical desire to shorten the in-class time for cost or operational reasons. One major flaw with this approach is that traditional online learning is ineffective, and participants come to class unprepared.

Adaptive learning guarantees that students master the prework material and can therefore benefit much more from the classroom component.  A further benefit is that instructors can use the detailed metrics generated by our Area9 Rhapsode EDUCATOR™ to see where students found the adaptive topics easy or whether they struggled and adjust the in-class experience appropriately.


Flipped Classroom

The term flipped classroom is popular in the public education space. At school, students usually are taught in class and are then assigned homework to complete in their own time. Flipping the classroom means the students study in their own time and focus on group discussion and problem-solving during classroom time.

In corporate, flipped classroom is a variant of using adaptive learning for prework. Participants use adaptive learning to do the heavy lifting, they use it to build conceptual and/or procedural knowledge and skill. The ILT or VILT contact time is used for peer interaction and group work.

The platform Area9 Rhapsode allows our team of experts to develop and deliver programs that serve the following training needs: