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Structuring the content for mathematical learning environnements 

When organizing the structure of learning environnements, you’re always brought back to the basic founding which are the learning outcomes defined in the curriculum.

An important difference found in terms of how learning outcomes are formulated between various written curricula analysed concerns the degree of specificity and simplicity. This characteristic is known as ‘granularity’, and it is reflected in the language in which learning outcomes are expressed and in the number of learning outcomes that are provided.
 "Designers may be expected or required to keep the learning outcomes very simple; for example, it may be a requirement that learning outcomes are defined by the use of single active verbs. This has the virtue of transparency, and it supports the development of a corresponding dichotomous assessment judgment: either the activity is demonstrated or it is not demonstrated ( 27). However, a high level of specificity is likely to lead to a large number of learning outcomes, i.e. high granularity. This increases the burden of assessment and, given that assessment has a ‘backwash’ effect upon pedagogy, it may distort teaching and learning"

(Curriculum reform in Europe The impact of learning outcomesPublications Office of the European Union 2012 – VI, 200 p. – 21 x 29.7 cm )

While in some curricula, learning outcomes are relatively holistic, the prescription of teaching and assessment is often provided through the specification of knowledge or the specification of key competences. So when you’re designing learning environnements for technology-based learning, you get into a high degree of granularity of the curriculum as you’re analyzing the curriculum. You’ll have to collect a maximum of specifications of knowledge, capacities, skills and transversal skills that are described (or not) in the curriculum. This however should only be the matrix for your learning environnement, but not to be considered as the ultimate structure that you’re are aiming at. In fact at this point, you’ll have to do reverse engineering and have a look at your holistic learning outcomes.

a first attempt
Analyzing the curriculum
linking knowledge elements of geometry
digging deeper
digging deeper
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Structure is rising, now we’ll have to link these elements with expected outcomes