The ever-decreasing time between the doubling of knowledge creates a problem for education concerning how to handle information overload. To address this issue, educators must learn to make learning more effective and more efficient. Currently, there is more to learn and less time in which to learn. Therefore, Smart technology offers a solution: It helps manage cognitive load through the formation of a schema, which helps humans learn more with greater efficiency and greater effectiveness. This can be accomplished by instructional design that makes use of Gagné's conditions of learning and the nine instructional events based on them. These can be brought together through the ADDIE instructional design model. This process is amplified by using Smart instructional technology to create the learning material and to deliver it to the learner. The educational venues for learning include face to face, online, or mobile communication devices. Examples are provided about the conditions of learning, nine instructional events, and the ADDIE Model, which are applied to classical guitar instruction. Further, the elements of Smart technology are presented as a resource for teaching and learning.

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This study examined the differences between the levels of exercise among university graduate and undergraduate students. A convenience sample of 137 students were assigned to two groups. Group A received instructions about the program with a pedometer and log sheet and told to focus on an exercise goal. Group B received the same material but without a goal. The two groups were compared on the transtheoretical model's five stages of change. Exercises for strenuous, moderate, and mild activity were compared with the pretest and posttest from the Godden-Shephard Leisure-Time Physical Activity Questionnaire. Analyses indicated that a walking program inspired graduate and undergraduate students to self-monitor their progress. At pretest, there was no distribution of performance toward increasing exercise across the five stages of change for students. However, at posttest, students in Group A with a goal were more likely to engage in mild (p<0.05) and moderate (p<0.05) exercise. Differences in strenuous physical activity were unsupported.

Increasingly rapid obsolescence is a byproduct of the information explosion. Soon information will double every 12 hours. This should be taken in the context that doubling took place once each century until the 20th century when it occurred within 25 years. This spells danger to the social structure. A way around this dilemma is to learn to stay ahead of obsolescence. One route is through continuous training and reeducation, which includes both formal and informal methods. Neuroplasticity means that one can rewire the brain throughout an increasingly longer life, which points the way toward a method for staying ahead of obsolescence. Knowing how to learn through self-directed learning becomes ever more important, which implies developing metacognition for learning and applying the newly learned material to the new occupation.