Hi shujie,
Re: Oliver Caviglioli, I started designing a taxonomy of graphic organisers, based on my understanding of the research on using visual representations to support learning (there's a lot!). But Caviglioli's book did such a good job, it made my work pretty much redundant.
For my personal curriculum design process, I pretty much leave the platform, e.g. Moodle, out of it until the final stages; as far as possible, I'm platform agnostic & prioritise the ILOs, learning design, sequencing, mediation & remediation dimensions (the actual learning content).
Moodle has a rich enough array of activities, tools, & other features that most learning activity designs can be accommodated, more or less, with few compromises, but that usually also requires some thinking outside the box & some design revisions.
My main tools are physical notebooks, post-it notes, LibreOffice docs & spreadsheets, etc.; pretty traditional, every day office supplies & tools; as well as graphics, audio, & video packages for multimedia learning content.
After that, I convert the learning content into "LMS friendly" formats & layouts so that they're as simple as possible & "play nice" with different screen shapes & sizes (the simpler the HTML, the more consistently it renders on user's screens).
For visually representing course structures, I simply draw freehand. Nothing fancy.
I hope this helps.