| Format of representation | Abstract or Contextualisation | Level of granularity | Degree of structure | |
| Compendium LD Download compendium (PC only) View slideshare show (or view useful presentation) | Visual diagram with textual labeling and annotation | Would vary according to how it was used. In H800 use it was highly contextualised. Each step within the learning activity is mapped to required resources etc, so the diagram is highly specific to a particular implementation. | Fine grained (highly detailed) | Unstructured vocabulary. |
| Hybrid learning model HLM website | Visual components on flash cards, with form-based text | The 8 learning events model is abstract, so an learning activity is captured in a simple, highly reusabe formulation such as: RECEIVES CREATES DEBATES The form-based text is more contextualised and specific | 8 learning events model is high level. The form-based text can be much more detailed | The 8 events are pre-defined: RECEIVES DEBATES EXPERIMENTS CREATES EXPLORES PRACTICES IMITATES META-LEARNS. There is also a pre-defined set of verbs to use for describing the roles of teachers and learners. |
| Phoebe Pedagogic Planner Phoebe web site | Template based textual forms | Would vary according to how it was used, but in general would be highly contextualised to a specific implementation. However, the use of a template with context sensitive guidance would lead users towards filling in some sections in a general, more abstract way (e.g. what are the learning outcomes) and other sections in a highly specific way (e.g. where and when is the session taking place). | Would vary according to how it was used, but in general would be detailed. | In general, unstructured vocabulary. However, it would be possible to build in to the context sensitive guidance information about structured vocabularies for the relevant sections of the template. |