Guiding Principles

Next Generation Learning Challenges strives to dramatically improve college readiness and completion, particularly for low-income young adults, by identifying promising technology solutions. To guide the program’s development, the NGLC partners have drafted a set of principles that undergird this effort.

People First

All people deserve an equal chance to succeed in learning and in life.

  • Education should be learner-centered.Students should be actively engaged in learning experiences.
  • Learning opportunities should be tailored to the needs of individual students.
  • Learning is not confined to a classroom or a campus—it should be available wherever and whenever the learner needs it.
  • Instructor commitment, knowledge, and experience are vital to student success.
  • The contributions of a diverse array of innovators are as important as the innovations themselves.

Fundamentals of Learning

  • Approaches that address college readiness and completion should anticipate the future of learning, respecting the past without being bound by it.
  • Active, situated, and experiential learning improves engagement, problem solving, and achievement.
  • Because students and subjects advance at different rates, learning is best measured by mastery rather than seat time.

Information Technology Can Enable Learners, Learning, and Educational Systems

  • Technology is an integral part of students’ lives, expectations, and futures.
  • Technology is not a panacea but it is an enabler of effective teaching practices.
  • Scaling effective educational approaches across institutions and educational systems involves careful integration of people, processes, and technology.

Designed to Scale

  • Rapidly and radically improving college readiness and completion requires the widespread adoption of proven models, practices, and processes.
  • Open resources facilitate sharing and collaboration, maximizing the options available to learners and the adoption of best practices.
  • Widely accepted standards, both academic and technological, should drive the design and delivery of learning, allowing for portability, consistency, and ease-of-use.

Evidence Drives Action

  • Decisions should be based on what is demonstrably best for student learning.
  • Data can support learners, instructors, and the design of learning environments.
  • Developing evidence is necessary to empower the entire teaching, learning, and reform community.