ABSTRACT
The central focus of this book has been to understand the ILE. Chapter 7 looked at some very specific findings related to conscious thought processing during the ILE and discussed the educational implications of these. In this chapter, educational considerations resulting from the research presented in this volume are approached from a more macro perspective, looking at design issues in curricula and pedagogy, the overarching goals of education, and our basic understandings of how learners experience learning. This chapter makes the case the educational design needs to take naturally occurring thought processing during learning into greater account, if we hope to best prepare learners for the demands of current and future learning.
