The "Double-O-STEM" (educator guide) curriculum consists of STEM problem-solving activities. The curriculum is designed around projects that empower learners to apply STEM to creatively problem-solve community issues. These include designing bike lanes, community gardens, and other exciting STEM problems.

The activities are designed for both librarians and STEM educators. The curriculum is especially aligned with the Next Generation Science Standards (NGSS (engineering; grades 3-5) and American Association of School Librarians (AASL) standards.

Please note the student version can be found using the following link:
https://www.oercommons.org/courses/double-o-stem-learner-guide

The "Double-O-STEM" (learner guide) curriculum consists of STEM problem-solving activities. The curriculum is designed around projects that empower learners to apply STEM to creatively problem-solve community issues. These include designing bike lanes, community gardens, and other exciting STEM problems.

The activities are designed for both librarians and STEM educators. The curriculum is especially aligned with the Next Generation Science Standards (NGSS (engineering; grades 3-5) and American Association of School Librarians (AASL) standards.

Please note the educator guide can be found using the following link: https://www.oercommons.org/courses/double-o-stem-educator-guide

This paper serves as an exploration into some of the ways in which organizations can promote, capture, share, and manage the valuable knowledge of their employees. The problem is that employees typically do not share valuable information, skills, or expertise with other employees or with the entire organization. The author uses research as well as her graduate studies in the field of Human Resource Development (HRD) and professional career experiences as an instructor and training and development consultant to make a correlation between the informal workplace learning experiences that exist in the workplace and the need to promote, capture, and support them so they can be shared throughout the organization. This process, referred to as knowledge sharing, is the exchange of information, skills, or expertise among employees of an organization that forms a valuable intangible asset and is dependent upon an organization culture that includes knowledge sharing, especially the sharing of the knowledge and skills that are acquired through informal workplace learning; performance support to promote informal workplace learning; and knowledge management to transform valuable informal workplace learning into knowledge that is promoted, captured, and shared throughout the organization.

Introduction to Sociology 2e adheres to the scope and sequence of a typical, one-semester introductory sociology course. It offers comprehensive coverage of core concepts, foundational scholars, and emerging theories, which are supported by a wealth of engaging learning materials. The textbook presents detailed section reviews with rich questions, discussions that help students apply their knowledge, and features that draw learners into the discipline in meaningful ways. The second edition retains the book’s conceptual organization, aligning to most courses, and has been significantly updated to reflect the latest research and provide examples most relevant to today’s students. In order to help instructors transition to the revised version, the 2e changes are described within the preface.

Identify differences in educational resources around the worldDescribe the concept of universal access to education

This single instrumental qualitative case study explores and thickly describes job performance outcomes based upon the manner in which self-directed learning activities of a purposefully selected sample of 3 construction managers are conducted, mediated by the use of Web 2.0 technology. The data collected revealed that construction managers are concerned with the performance expected of them, in addition to how well they perform their work-related activities (orientation to learning), indicating that organizations should provide guidelines on the use and expected outcomes of self-directed learning in addition to providing the tools, resources, and time (environmental factors) to match performance needs; construction managers feel that work-related activities expected of them, how well the work-related activities are performed, and consequences for poor performance at work are determining factors in selecting Web 2.0 technologies; while construction managers understand the need for rules restricting the use of Web 2.0 technologies in performing their jobs, they feel these rules do hinder their performance because access to specific information they need to answer a question, solve a problem, or research to learn something new is sometimes restricted; and successful performance outcomes are determined by compliance to expected performance behaviors of others, such as answering a question or solving a problem an architect or superintendent have presented, as well as expectations construction managers have set for themselves. The following are appended: (1) Call for Participation--Web 2.0 Technology Project; (2) Informed Consent Letter and Form/Template; (3) Semistructured Interview Guide; and (4) Permission to Conduct Research Study.