In a learning offering, the content is determined through task and topic analysis, while the level of abstraction (overview or detailed) and the desired complexity are determined by defining the learning outcomes. As discussed in the Principles of Cognitive Science chapter, the limited capacity of working memory makes it difficult for learners to fully absorb content and its interconnections at once. To address this, the content must be prioritized, reduced, or simplified (educational adaptation), segmented into manageable parts (segmentation), and presented in logical order (sequencing) (see Fig. 6.1).