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International audience; The pedagogical expressiveness of designed courses using Learning Management Systems (LMS) is strongly dependent on the teachers’ knowledge and expertise about how using the LMS at their disposal. The GraphiT project aims to help teachers in focusing on the specification of pedagogically sound learning scenarios that can be technically executable for automatically setting-up the LMS. We propose to provide teachers with LMS-specific instructional design languages and editors. Such objective requires, at first, to formally capture LMSs implicit learning design semantics. We already tackled this challenge by proposing a dedicated method of identification and formalization as a metamodel. Secondly, the LMS semantics has to be raised in order to enrich the pedagogical expressiveness of the produced models. This paper deals with the proposition of a specific LMS-centered approach for abstracting the LMS low-level parameterizations and turning them into higher-level pedagogical building blocks. We chose to present and illustrate our propositions about the Moodle LMS. We focus on the first abstraction level. It consists in identifying some pedagogical activities according to recurrent uses designers make by handling the Moodle activities.

International audience; Teacher's expertise on using Learning Management Systems (LMS) is tightly coupled to how they design their online courses. The GraphiT project aims to help teachers in specifying of pedagogically sound learning scenarios that can be technically executable for automatically setting-up the related LMS course. We intend to provide teachers with LMS-specific instructional design languages and editors. To achieve this goal, we have to raise the LMS semantics in order to enrich the pedagogical expressiveness of the produced models. We propose a specific LMS-centered approach for abstracting the low-level parameteriza-tions and turning these semantics into higher-level pedagogical building blocks. We present and illustrate our propositions focused on Moodle. In this paper, we focus on the first abstraction level: identifying pedagogical activities according to recurrent uses of Moodle activities.

International audience; Nowadays Learning Management Systems (LMS) are not restricted to distant uses. Nevertheless, the pedagogical expressiveness of designed courses is strongly dependent on the teacher’s knowledge and expertise about the targeted platform. The funded GraphiT project aims to help teachers in focusing on the specification of pedagogically sound and technically executable learning designs. To this end, we propose to support teachers by providing an LMS-specific Visual Instructional Design Language (VIDL). This paper proposes a specific LMS- centered approach for raising the pedagogical expressiveness of its implicit learning design semantics. We discussed, in accordance to the activity theory, how the LMS low-level parameterizations could be abstracted in order to build higher- level building blocks. Based on the Moodle application, we present and illustrate our approach by formalising the abstract syntax of a Moodle-dedicated VIDL.