More slides do not equal more learning, and if you have ever felt pressured to “add just one more resource,” you already know how quickly a course can turn into a content dump. We take on a stubborn instructional design myth: the idea that piling on readings, videos, examples, and links automatically improves understanding. It sounds responsible, but it often creates confusion, weak retention, and low transfer because learners cannot see what matters most.

We dig into why this belief sticks around, from the very human fear of leaving something out to the way subject matter experts naturally want to share everything they know. Then we bring in cognitive load theory to explain what is happening in the learner’s working memory when we overload a module with too many competing details, choices, and side paths. The takeaway is simple: content matters, but content alone does not create learning. Clear goals, intentional structure, practice, feedback, and reflection do.

You will leave with practical design moves you can use right away, including a sorting method that separates need-to-know content from need-to-practice activities, nice-to-know enrichment, and job aids that support performance later. I also share a weekly “myth reset” challenge to help you clean up one lesson, slide deck, handout, or training experience without losing rigor.

If you want the companion myth reset case file and the earlier episode on cognitive load, check the show notes, then subscribe, share the episode with a colleague, and leave a review so more designers can find it.

🔗 Episode Links

Please check out the resources mentioned in the episode. Enjoy!

Related Episode: What is Cognitive Load Theory and Why is it Important?

Myth Reset Case File: Content Overload

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