ADAPTAPlan project provides dynamic assistance for reducing authors’ effort in developing instructional design tasks using user modelling, planning and machine learning techniques and making a pervasive use of educational specifications and standards. In this paper we describe how these specifications are linked to support the dynamic modelling during the learning process. Three types of user characteristics are considered for generating adaptation, whose values are stored in the Learner Profile according to IMS-LIP: i) Felder learning styles, ii) the knowledge competency level per course objective based on Bloom’s Taxonomy and iii) the collaborative competency level per course. Both competency levels are defined through IMS-RDCEO. The author creates the resources and adds a semantic description via learning object metadata (IMS-MD/IEEE-LOM), relating them to the generic competences. Moreover, IMS-QTI questionnaires are used to measure the improvement of the learners’ knowledge. The paper also describes how to link together the user’s characteristics with the resources metadata, so that they can be defined in terms of conditions in the learning routes (IMSLD) during the instructional design.