As a result of several governments closing educational facilities in reaction to the COVID-19 pandemic in 2020, almost 80% of the world’s students were not in school for several weeks. Schools and universities are thus increasing their efforts to leverage educational resources and provide possibilities for remote learning. A variety of educational programs, platforms, and technologies are now accessible to support student learning; while these tools are important for society, they are primarily concerned with the dissemination of theoretical material. There is a lack of support for hands-on laboratory work and practical experience. This is particularly important for all disciplines related to science, technology, engineering, and mathematics (STEM), where labs and pedagogical assets must be continuously enhanced in order to provide effective study programs. In this study, we describe a unique perspective to achieving multi-sensory learning through the integration of virtual and augmented reality (VR/AR) with haptic wearables in STEM education. We address the implications of a novel viewpoint on established pedagogical notions. We want to encourage worldwide efforts to make fully immersive, open, and remote laboratory learning a reality.

After almost 30 years of being used in the information system (IS) discipline, only a few studies have focused on how IS scholars apply the method's guidelines to design Delphi studies. Thus, this paper focuses on the use of the Delphi method in IS research. To do so, articles published between 2004 and 2017 in the Senior IS Scholars' collection of journals of the Association of Information Systems (AIS), describing Delphi studies, were analised. Based on analysis of sixteen (16) retrieved IS studies, we concluded that IS researchers have applied the method’s most important phases and the procedural recommendations to promote rigor were considered in the majority of the analised studies. Nonetheless, IS researchers still need to include detailed information about (1) the steps taken to ensure the validity of the achieved results, (2) better describe the process of selecting and recruiting the experts, and (3) experiment with innovative techniques to keep participants involved in the Delphi process.

The advancement of technologies and Information Systems (IS) associated with the search for success in the competitive market leads organizations to seek strategies that assist in acquisition, retention, storage, and dissemination of knowledge in the organization in order to be reused in time, preserving its Organizational Memory (OM). Organizational Memory Information Systems (OMIS) emerge as an enhancer of the OM, providing effective support and resources for the organization, assisting in decision making, in the solution of problems, as well as in quality and development of products and services. This article is an analysis of some OMIS selected from a literature review about its features and functionality in order to understand how these information systems are seen by the organizations. With this research, we realized that the relationship between OM and IS is still inexpressive, even with the existence of some cases of success in the use of OMIS in the literature. The literature reveals that an individuals' knowledge is not integrated in information systems management process in most organizations; much of this knowledge is generated in the organization retained in an individual himself/herself. It is easy to see that there is a need for strategies and mechanisms in the organization to stimulate and provide better knowledge sharing between individuals which, when associated to IS, allows greater control and effective use of Organizational Memory.