One current educational innovation is the continuously expanding use made of elec- tronic media in school and extra-school education, especially in university undergraduate education and adult education. The influence of electronic educational media (EEM) is beneficial if and when there is a positive change in-the relationship between students, the creators of educational programmes and the environment. This change in relations begins the moment that the student realises that electronic education is personalised, identifies his or her particular needs, and has a „form“ that respects the true principles of teaching and learning. Are there any methods that assess what are known as learning objects from the point of view of their psycho-didactic profile, evaluate their use in the learning process and at the same time foreground the position of the person learning? If so are they in use? The article seeks answers to these questions and related issues.