Abstract
This article elaborates the factors that have led to the emergence of the concept of learning objects as the predominant model for digital learning materials, examining the problems that they address. It suggests that while there do appear to be real benefits, for a learning object model to be successful there needs to be a thriving learning object economy. In turn this demands a wide group of authors, drawn from the teaching community, and for these to participate there is an urgent requirement for tools that permit the easy creation and description of learning materials in learning objects format; but more importantly, support for sustainable communities of authors of digital learning materials.