Impressum

Offenlegung nach § 25 Mediengesetz

Medieninhaber und Herausgeber:

ARGE Game Based Learning Austria, Rebberggasse 25-27, 6800 Feldkirch/ Austria /EU

Grundlegende Richtung:

Informationsmedium für Lehrende und Lernende sowie Projekte der ARGE Game-Based-Learning Austria

Kern-Team ARGE GBL Austria 2008:

Sonja Gabriel, Alexander Pfeiffer, Andreas Riepl, Hubert Egger, Mathias Spanring, Gerald Zebedin, Ewald Staltner

Gesamtkoordination:

Prof. Mag. Egger Hubert, Diese E-Mail-Adresse ist vor Spambots geschützt! Zur Anzeige muss JavaScript eingeschaltet sein.

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Für den Inhalt verantwortlich

Die Verantwortung für die einzelnen Bereiche liegt bei den jeweiligen Autorinnen und Autoren.

DSGVO (ab 2018): siehe http://www.egger.ac/index.php/dsgvo

Online learning | The Guardian

British Council accused of forcing gig economy teachers into ‘feeding frenzy’ for work

With regular teaching hours unavailable, agency tutors must compete for lessons

The British Council has been accused of exploiting hundreds of agency teachers on zero-hour contracts forced to compete for lessons in a “feeding frenzy” every week.

An open letter from teaching staff reveals the prestigious government-funded public body does not offer regular hours to tutors on its popular English Online platform, which provides lessons to more than 45,000 students worldwide.

Free online virtual reality tool helps people tackle public speaking nerves

Cambridge scientist behind VR platform says it could help those put off by high cost of speech anxiety treatment

A free online platform that allows speakers to practise in front of thousands of virtual spectators has been released to help with the anxiety many feel when presenting to an audience.

Dr Chris Macdonald, the founder of the Immersive Technology Lab at Cambridge University and who created the online platform, said the approach was an attempt to reduce the lengthy waits or high costs people often face when seeking help.

Online learning can’t replace being in school | Letter

Jim McManners is dismayed by the suggestion that children who find it difficult to work cooperatively would be better off with remote lessons

While statistics show that there is clearly a problem with some children, or their families, not valuing their time in school, I take issue with Anne Fine’s suggested solution (Anne Fine: children should be allowed to learn online instead of going to school, 7 September).

She is right to suggest that young people react badly to being considered empty vessels into which information is poured. Good teachers in our education system have avoided this model of learning for some time. However, the idea that children who find it difficult to work cooperatively would be better learning remotely fills me with dismay.