Dropping out of university to launch a start-up isold hat. The twist with Joseph Cohen, Dan Getelmanand Jim Grandpre is that their start-up aims toimprove how universities work. In May 2011 thethree founders quit the University of Pennsvlvania. to launch Coursekit,soon renamed asLore.whichhas already raised $ 6m to develop what Mr. Cohen, its 21-year-old chief executive,describes as a social-learning network for the classroom".
Lore is part of a trend that builds on the familiarity with social networking that has comewith the success of Facebook. It customizes the rules of a network to meet the specific needsof students. Anyone teaching a class would reasonably worry that students using Facebookwere gossiping rather than learning useful information from their network of friends. Loreallows teachers to control exactly who is in the network by issuing a class-membership codeand to see how they are using it. They can also distribute course materials, contact students,manage tests and grades, and decide what to make public and what to keep private. Studentscan also interact with each other.
In the academic year after launching its first version last November, Lore was used in atleast one class in 600 diversities and colleges. Its goal for its second year, about to begin, is tospread rapidly within those 600 institutions, not least to see what the effects of scale are fromhaving lots of classes signed up within the same institution.
The firm has a fast-growing army of fans in the faculty common room. Lore, says EdwardBoches, who uses it for his advertising classes at Boston University, makes teaching "moreinteractive, extends it beyond the classroom and stimulates students to learn from each otherrather than just the professor. "
Among other challenges for the company, there remains the small matter of figuring out abusiness model. For the moment it has none. Mr. Cohen hopes that eventually Lore couldbecome the primary marketplace for everything from courses to textbooks, but so far theservice is free and carries no advertising. Blackboard, the industry incumbent (占有者), chargesusers for its course-management software. It remains to be seen how it will respond to theupstart(新貴).
The lack of a plan does not appear to bother Lore's founders or investors, -who seemcontent to learn a lesson from another university drop-out, Mark Zuckerberg, the co-founder ofFacebook: achieve critical mass in your network and the profits will follow. And after thatperhaps they can expect an honorary degree from the a/ma mater(母校).
56. What do we learn from the first paragraph about Lore?
A. It specializes in producing old hats.
B. It aims to improve the way universities work.
C. It invests $ 6m in the development of social network.
D. It promotes the communication among classmates.
57. What does Lore enable teachers to do?
A. Meet specific needs of students.
B. Learn useful information from friends.
C. Control the online class membership.
D. Monitor students' personal privacy.
58. For its second-year goal, Lore is to __
A. increase fans in the faculty common room
B. launch its second version in 600 universities
C. make more classes from 600 institutions signed up
D. spread its influence within the same institution
59. Concerning the prospect of Lore, Mr. Cohen expects it to
A. confront with Blackboard as an equal
B. offer free service to the advertisers
C. cover businesses from courses to textbooks
D. Develop its own come-management software
60. What do we learn about Lore's founders?
A. They can't be bothered to design a business model.
B. They learn a lesson from the success of Facebook.
C. They will not make profits without drawing mass users.
D. They desire to receive an honorary degree from the alma mater.
參考答案
56 B)。本題考查學(xué)問(wèn)公司的相關(guān)事實(shí)。定位句指出，約瑟夫.科恩.金提曼和吉姆.格蘭坡的合作創(chuàng)業(yè)旨在提升學(xué)校的運(yùn)作方式，故答案為B)。
57.C)。本題考查學(xué)問(wèn)公司對(duì)教師的幫助。定位句指出，“學(xué)問(wèn)”使得教師們通過(guò)發(fā)行課堂成員代碼來(lái)嚴(yán)格控制上網(wǎng)的學(xué)生以及他們?nèi)绾问褂镁W(wǎng)絡(luò)，故答案為C)。
58.C)。本題考查“學(xué)問(wèn)”的第二年計(jì)劃。定位句指出，即將開(kāi)始實(shí)行的第二年計(jì)劃是在600所機(jī)構(gòu)里擴(kuò)大影響范圍，不僅僅是看到同機(jī)構(gòu)里很多班級(jí)報(bào)名的規(guī)模效應(yīng)，故答案為C)。
59.C)。本題考查科恩先生對(duì)學(xué)問(wèn)公司的期望。定位句指出，他希望最后“學(xué)問(wèn)”能成為自課程到教科書(shū)等一切的主要市場(chǎng)，故答案為C)。
60.B)。本題考查學(xué)問(wèn)公司創(chuàng)建者們的創(chuàng)業(yè)靈感。定位句指出，他們似乎滿(mǎn)足于向另一所大學(xué)的輟學(xué)者和臉譜網(wǎng)的共同創(chuàng)建者馬克·扎克伯格學(xué)習(xí)經(jīng)驗(yàn)，故答案為B)。
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