The article discusses instructional design for complex learning, emphasizing the need to manage cognitive load effectively. It presents a framework for scaffolding practice and just-in-time information presentation, aligned with cognitive load theory (CLT). Complex learning involves integrating knowledge, skills, and attitudes, coordinating different skills, and transferring learning to real-life settings. However, the complexity of tasks can overwhelm learners due to limited cognitive capacity. The framework aims to reduce cognitive load by using simple-to-complex sequencing of tasks and just-in-time information delivery. Scaffolding whole-task practice involves providing support that gradually decreases as learners become more competent. This includes using worked-out examples, completion tasks, and goal-free tasks to reduce extraneous cognitive load. The article also discusses the importance of embedding support within the task environment to prevent split-attention effects. Just-in-time information presentation involves delivering information precisely when needed, reducing cognitive load. Supportive information, which is high-intrinsic complexity, is best presented before learning tasks, while procedural information, which is low-intrinsic complexity, is best delivered during task performance. The article introduces a four-component instructional design model (4C/ID model) for complex learning, consisting of learning tasks, supportive information, procedural information, and part-task practice. This model is consistent with CLT and emphasizes the importance of managing cognitive load to facilitate effective learning. The model includes a sequence of task classes, with each class starting with high-support tasks and ending with conventional tasks. It also highlights the need for part-task practice to develop automaticity in recurrent aspects of learning. The article concludes that CLT provides useful guidelines for reducing intrinsic and extraneous cognitive load, allowing sufficient processing capacity for genuine learning. It emphasizes the importance of balancing instructional methods to ensure that learners can effectively process and integrate information, leading to improved learning outcomes.The article discusses instructional design for complex learning, emphasizing the need to manage cognitive load effectively. It presents a framework for scaffolding practice and just-in-time information presentation, aligned with cognitive load theory (CLT). Complex learning involves integrating knowledge, skills, and attitudes, coordinating different skills, and transferring learning to real-life settings. However, the complexity of tasks can overwhelm learners due to limited cognitive capacity. The framework aims to reduce cognitive load by using simple-to-complex sequencing of tasks and just-in-time information delivery. Scaffolding whole-task practice involves providing support that gradually decreases as learners become more competent. This includes using worked-out examples, completion tasks, and goal-free tasks to reduce extraneous cognitive load. The article also discusses the importance of embedding support within the task environment to prevent split-attention effects. Just-in-time information presentation involves delivering information precisely when needed, reducing cognitive load. Supportive information, which is high-intrinsic complexity, is best presented before learning tasks, while procedural information, which is low-intrinsic complexity, is best delivered during task performance. The article introduces a four-component instructional design model (4C/ID model) for complex learning, consisting of learning tasks, supportive information, procedural information, and part-task practice. This model is consistent with CLT and emphasizes the importance of managing cognitive load to facilitate effective learning. The model includes a sequence of task classes, with each class starting with high-support tasks and ending with conventional tasks. It also highlights the need for part-task practice to develop automaticity in recurrent aspects of learning. The article concludes that CLT provides useful guidelines for reducing intrinsic and extraneous cognitive load, allowing sufficient processing capacity for genuine learning. It emphasizes the importance of balancing instructional methods to ensure that learners can effectively process and integrate information, leading to improved learning outcomes.