Description: This paper explores problems and issues that arise when educators transform complex structures of knowledge into a sequential structure for the purpose of teaching. The sequential structure - the articulation - has to be fitted to the needs of the learners. Both the planning and the unfolding of the articulation occur in time. Thus, the time that passes between the beginning and the end of the learning process has to be structured for the best probable learning result on the part of the learners. In part the temporal structure is generated during the planning of the articulation, but in addition it has to be adapted during actual teaching. This process is referred to as synchronization.We shall examine how the articulation is planned by professionals in adult and continuing education to enhance the learning process of students. The most general aim of the project is to contribute to a general theory of articulation, which is lacking in the area of adult education. More specifically we will focus on synchronization. The adaptation of the planned articulation to the needs of the students requires a high degree of flexibility of the educator: he/she has to deal with emerging insecurities and to adjust the next steps to the situational requirements. The major research questions are: What are the varieties of synchronization in adult education? Do situationally specific forms of synchronization exist? How exactly does synchronization unfold? To which extent are students able to contribute to the synchronization? Situational conditions which give rise to synchronization shall be identified and the process of synchronization shall be conceptualized. Are there consistent patterns of articulation and synchronization across different types of teaching situations? Methodology: A minimum of three non-participant observations in different areas of adult and continuing education is planned. Qualitative interviews with teachers and questionnaires for the learner will provide the data Conclusions: We expect that we find different forms of synchronization of the observed lessons. Articulation, the planned sequential structure of a teaching period, is synchronized during the course of the lesson. By the evaluation of the data, we expect to clarify how this happens in the reality of the classroom. This contributes to the overall project to develop and test a general theory of articulation as a central element of didactics in adult and continuing education.