The chapter of Colin Jones provides a reflective speculation of what a higher education educator would do if given earlier access to students. As such, Jones contemplates upon what development he would have liked to have already occurred in his students he meets in university contexts. This speculation centers on the promise of cognitive load theory to EE, directing explicit attention to memory development. Jones considers the challenges of moving students beyond their common fixation of achieving the required GPA for university entry, a challenge not easily overcome. Nevertheless, Jones argues that heutagogical approaches that elevate the immediate needs of students to the equivalent importance of the more predictable prescribed general needs, is the logical place to begin addressing this widespread problem.
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Front Matter
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Part I: The early years
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Part II: The pre-graduate years
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Part III: The graduate years
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Part IV: The post-graduate years
