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ISBN: 978-972-8939-25-0 © 2010 IADIScomposing and sequencing DLO become even more complicated. In addition, DLO composition isinfluenced by DLO granularity as Wiley (2002) stated, reusability is in an inverse relationship to granularity.There are some proposals for composing learning content in the literature. Reusability of DLOs isdiscussed in (Barritt, 1999) from a modular perspective where five types are presented: concepts, facts,procedures, processes and principles. Guidelines are proposed to build Reusable Learning Objects (RLO) byaggregating (composing) such types. However, there is no guidance on how to sequence the adequate typesin specific learning scenarios and how each type complements the others.Aroyo (2003) proposed a modularized concept-based framework to build courseware centered on topicswhich are conceived as reification of concepts previously classified by an ontology so that its relationshipsare used to propose a sequence of topics. However, a contextual approach for topics composition is notdiscussed.Rodrigues (2008), from a component based approach, suggested a way for LO composition. A flexiblemode of LO composition is proposed using lower granularity components and an algorithm which defines asemiautomatic composition language based on some learning strategy. Since no specific learning theory isaddressed, this is a general proposal that can be applied in different learning contexts.In this paper, we consider learning objects composition starting from the conceptual domain modelingexploring the possibilities of LOs composition built from inferences of the conceptual structure of theconsidered domain. We also consider some ideas rooted in semiotic concepts about signs and discoursesgenerated from the rules for composing narrative structures. As a result we devise some criteria and asuggestion to compose Learning Objects.DLO can be considered as a digitally coded physical media supporting some content so it has the maincharacteristics of semiotic signs. From this assumption, we can think of a DLO as an entity comprising thecontent and the expression aspect. Content is associated to the semantics of the resource and expression to itsphysical form.Some learning-teaching requirements must to be considered when designing a course or a lesson. Thefirst one is setting the learning objectives which comprises the subject to be taught pertaining to a knowledgedomain (KD). This subject has an internal structure, determined by the main concepts, axioms, experimentalfacts and its inter-relationships. From a teaching-learning perspective, this subject must be modeled, so thatthe main concepts and their relationships are identified and organized in a coherent way according to thelearning purpose. The second requirement is related to the learning outcomes to be accomplished. Theseoutcomes are verbal information, intellectual skills, cognitive strategies, attitudes and motor skills (Gagné,1974). The last requirement is related to the composition itself dealing with the promotion and holding thelearner attention by supplying elements to contextualize its previous knowledge and enhance its curiosity.These requirements can be associated to the content plane.The teaching-learning setting is modeled in (IMS, 2003) as a theatrical play, having acts so that each ofthem has one or more role-parts. These acts follow a sequence and the role-parts are associated to a role in anactivity. This activity describing the role action in a given environment is, according to the model, equivalentto an script which defines when the role-parts in an act runs in parallel, when there are many of them, or not.A lesson could be envisioned as having some features of a narrative structure, as discussed in (Barthes,1975), (Hagood, 2009), (Chatman, 1975) and (Dijk, 1975). The first is the story that according to (Hagood,2009), considering the multimedia context, is "collection of experiences represented as resources" and adiscourse representing "what part of the story" is to be told and ''how it is told" (presentation). So thisdiscourse is just the way the scripts are arranged, or how the story is told.We claim that for a virtual learning environment (VLE) these features are just like a storytelling systemusing LOs acting as resources or characters in a play as defined by (IMS, 2003) so that authoring tasks orlearning design procedures define the way to orchestrate these elements to compose a narrative structure thatholds the attention of its learners and meet the defined learning objectives. We consider some methods forachieving this from the starting point of a KD modeling in order to define the concept network issued fromthis model. KD modeling is done by means of ontology, defined by (Gruber, 1993) as a formalization of aconceptual model. The obtained concept model can be represented as a graph of nodes corresponding toconcepts and arcs to their relationships. The relevance of a node can be defined by the number of connectionson it (its degree) (Bollobás, 1998). The learning path in this representation corresponds to a path in the graphconnecting two concepts.The remainder of this paper has the following structure. Section 2 summarizes LOM metadata structuresused for describing LOs. Section 3 presents some features of signs from a structural semiotic perspective.28