#edukwest

Инвестиции в образовательные стартапы Европы выросли в 2 раза до €23 млн

За 2015 год объём европейских инвестиций в образовательные технологии вырос почти в два раза. Соответствующие данные о состоянии рынка опубликовала инвестиционная компания Edukwest.

В первом квартале 2014 года общий объём инвестиций в образовательные проекты Европы составилвсего €11,9 млн, а за первый квартал 2015 года этот показатель вырос до €23,2 млн. Общее количество сделок, при этом,…

One of the questions that we get asked most frequently about OfficeHours is how we differentiate our platform from traditional Q&A forums.  At a basic level, OfficeHours is an additive and complimentary tool to forums. Where forums are asynchronous notes, OfficeHours provides real-time discussion. We don't want to replace forums; we want to offer a suite of collaboration tools that are currently not available in them. 

But more than a technical distinction, we view OfficeHours as enabling a very different kind of communication. We are building OfficeHours so that it is not only the resource of last resort when you need help, but it's the place you come to react, collaborate and discuss. It is where you learn with and from other students.  And it is the place where you will continue that discussion even after the course officially ends. Over the coming weeks we will be adding a number of exciting new features to really encourage that immediacy and connectedness between online learners. 

Also, if you haven't had a chance yet, please take a look at a  blog post written by Jeff Levy, the founder of OfficeHours, on Edukwest. The post was motivated by a recent article in The New Republic, but more broadly by a larger strain of illogical criticism towards MOOCs. As I begin: "Analysis in The New Republic of a recent survey of 35,000 MOOC students . . . leveled as a criticism the finding that most students do not view these courses either as a means to a college degree or a new job. Given that none of these courses are accredited, one wonders how a student could possibly use them as a means to a college degree?" 

(By Jeff)

As I continue to get deeper into this blogging thing, one of the most happily surprising (though upon further reflection, it should have been totally anticipated) side-effects has been my exposure to other lesser-knowns writing, brilliantly and otherwise, about education.

In the last few weeks, Kirsten Winkler (@kirstenwinkler) who blogs about education technology at bigthink.com (Disrupt Education), EDUKWEST, and most recently EdCetera, has proved her worth in my mind. Earlier this week, Winkler posted about the need to change the mindset in education technology from one where investors think about "exits" versus one where they think about receiving ongoing (and increasing) dividends on their investments. (See the full post here: We need a Dividends instead of Exits Mindset in Education.) While I am completely in awe of the increased interest in education the technology sector has shown in the short amount of time that I've been paying attention (3-4 years), I am completely out of my depth when I try and discuss it, so I'll leave it to people like Winkler.

However, I think the change in mindset she is advocating for is exactly the one that is needed in education finance as well. (I know, I know, I still haven't posted about what exactly a human capital contract is, but I promise, it's coming!) Student loans are a product of an "exits" mindset where lenders want a pre-determined (and pre-valued) exit. The lack of exposure to upside risk forces them to raise all interest rates so that those who pay back their loans subsidize those who default. Human capital contracts are a large and intentional step towards a "dividends" mindset. 13th Avenue Funding, which will utilize a co-op-type arrangement is yet another step in that direction. (Post about 13th Avenue and my recent meeting with their COO coming soon, as well!)