It has been suggested that successful design of learning objects (LOs) necessitates incorporation of instructional design and learning theories with current LO design methodologies [4], [8]. This requirement is symptomatic of many computer-mediated activities in which developers of learning systems are confronted with an emerging “socio-technical” gap, or the separation of tasks which are able to be supported technically from those which can be supported socially [1]. Current problems include the integration of learning theory and instructional design in LO creation; the lack of robust and holistic frameworks for LO design; and the ability of LO properties to account for computer-supported collaborative learning activities.