Until recently, the drive for reusability and interoperability in implementing online educational settings has been considered mainly from a technical perspective, with the introduction of a broad range of standards and tools. These technical prescriptions have underpinned much of the learning object research and development work to date. However, emerging knowledge about the implementation of pedagogical principles and new theoretical understanding that exposes the inadequacy of instructional design strategies for online learning (Oliver et al., 2003) are now driving signifi cant investigation into the reusability of learning designs and the application of learning objects within these.