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.