There are mainly two weapons to avoid cognitive overload:

1. Content segmentation: if I can perform extreme content subdivision, I can reduce the size of the minimum unit of knowledge and consequently facilitate assimilation. In other words, a training course of 6 modules of 10 minutes is much more didactically effective than a course of 1 hour, regardless of the quality of the content.
2. Pacing: pacing refers to the pace at which information is presented. The more control the learner has over this element (i.e., interrupting when they want to, pausing, reviewing, etc.) the more they can manage the cognitive load. On the other hand, if the flow of information is a river that floods the mind of the students, a situation of overload is unavoidable (this is what often happens in some training moments in presence, such as conferences, where the audience doesn’t have the opportunity to govern the flow of information).