Relations between learning outcomes and the learning objects which are assembled to facilitate their achievement are the subject of increasingly prevalent investigation, particularly with approaches which advocate the aggregation of learning objects as complex constituencies for achieving learning outcomes. From the perspective of situated learning, we show how the CASE framework imbues learning objects with a closed set of properties which can be classified and aggregated into learning object assemblies in a principled fashion. We argue that the computational and pedagogical tractability of this model provides a new insight into learning object evaluation, and hence learning outcomes.