Adaptive Learning Systems have been developed to improve learning success by increasing learner satisfaction, learning speed, and educational effectiveness. However, authoring adaptive eLearning structures is still a complicated task for lecturers, because they are unaccustomed to the way of thinking and to the workflows that are needed for the creation process. This paper describes a research project developing a concept that helps authors with the structure creation process, focussed on sequencing of content. Therefore, the issue was approached from the authors' perspective. First, storytelling theory has helped understand content structures and provided insights into how authors work. Second, by investigating the linear structure of learning content, information for sequencing could be extracted, providing the basis for an approach that is based on relations of different authors' content, and defining interdependencies that delinearise the content structure.