People often confuse personalization with individualization. They assume that the more distinct and separate learning is for each individual, the more personalized it will be. This type of thinking leads to a belief that teachers should learn only what they want to and when and where it's convenient. This article explains that author Paul France believes that the true reality is, personalized professional learning need not be individualized. France posits that rather, it must be meaningful and relevant to any given learner. Learners find relevance and meaning, by identifying a purpose greater than themselves, they then seek camaraderie and begin making human connections. France's philosophy is that models for personalized professional learning must account for this. He feels that professional learning should be meaningful and relevant to individual teachers "in the context of" helping all teachers unite in a collective consciousness of professional learning. He considers that balance is key to honoring individual teachers' passions and interests while uniting all educators under a collective professional purpose.