Hi Ger, you made two points.
* we learned that classification of resources is not important for the learner..
In IMS Learning Design, a suggested classification of resources is taken from IEEE-LOM (there 5.2 Learning Resource Type: exercise, simulation, questionnaire, diagram, figure, graph, index, slide, table, narrative text, exam, experiment, problem statement, self assessment and lecture)
This is a mix of presentation formats and didactical functions.
Classification of resources in Moodle is a similar mixed nomenclatur of modules, functions and formats, esp. in mod/resource.
One can discuss the classification of resources for learning broadly from the course designers point of view - but actually learners don't bother, as long as they know what to do with the resources. So learning activities are more important than classification of resources.
* to show for each activity a list of all the objects
Well, I think conceptualization in Moodle (2.0) is different from concepts in IMS-LD:
"Sections" in Moodle as we know it esp. from topics format in Moodle 1.x are both: they represent learning-activities as well learning-environments.
In IMS-LD, the concept of environments is separated from activities. Only for a short overview from my understanding of IMS-LD:
** Environments are boxes, in which a course designer can arrange anything needed for learning (resources, tools, communication services etc.). These boxes can be reused during the whole course.
** A course is a aggregation of teaching-learning-activities. Resources must not be assigned to activities directly (!), only environments can be assigned to them. So process of teaching-learning and resources needed for learning are separated.
In my opinion this is a very useful concept.
I hope I made the point (sorry for my unsufficient English!)