摘要：In the present paper, a genre-based conceptual framework for interpreting and designing content for learning objects is proposed. Learning objects are considered here as multimodal macrogenres. These macrogenres are constituted of content objects which are in fact types of digital microgenres. The successful and coherent information linking of these content objects inside a LO can be achieved through particular rhetorical relations. The knowledge of the several types of digital microgenres as well as the rhetorical relations between them, can equip an author/teacher with a repertoire of semiotic concepts, which make him capable of interpreting already made material, as well as creating new and coherent material, in order to affect and motivate students in particular ways, through his intended communicative and educational purposes.
