Myth: More Content Means More Learning

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 ...