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Abstract[[[Many problems with the way Los are generally used, but they are not inherent in the LO paradigm. Outline these problems and suggest some alternatives within the paradigm.]]] There are a number of issues facing those who wish to employ learning objects in the facilitation of learning. This section describes some of the most difficult issues. 1.1. Decontextualized learning The instructional design of learning objects is moving increasingly toward decontextualization. This is true because of an inversely proportional relationship between the internal context or size of a learning object and its potential for reuse. Here, we define “context ” as a spatial or temporal juxtaposition of elements, and define “internal context ” as the primitive assets (photos, videos, blocks of text) juxtaposed within a learning object. Learning object “size ” correlates with the number of elements juxtaposed within a learning object’s internal context (more elements juxtaposed within a learning object making for a “bigger ” learning object). Thus, a learning object’s size is proportional to its internal context.