The explicit academic objective of university education programs and professional workplace education programs is participant learning. While some may think that a person will learn when a teacher delivers content that is articulated via learning objectives, this is a naïve assumption. Furthermore, learning is not the sum of a linear sequence such as A + B + C = learning. Rather, it is the product of interactions among several variables in the form of A × B × C = learning. The implications of this include that the variables of learning are interactive and the outcome of learning is nonlinear. This means no single part or sum of a group of variables causes learning, and efforts to improve any of the parts separately will not improve the whole of learning.