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CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
TECHNOLOGY PARK MALAYSIA
BA (HONS) IN ACCOUNTING AND FINANCE
GROUP ASSIGNMENTCT053-3-2-MISO
Management Information System in Organisation
Group members and ID : TAN LEE TIN (TP016052)
Lee Shiau Teng (TP015361)Intakes : UC2F0812AF
Module Name :Management Information System in Organisaition
Module Code : CT035-3-2-MISOHand Out Date : 20th July 2009Hand In Date : 17thAugust 2009Lecturer : Ms. Nitya
Asia Pacific University College of Innovation and Technology/Level 2 0
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
Table of Contents
No. Particulars Pages
1.0 Background of Open University Malaysia (OUM) 1
2.0 Current Market
2.1 Business Objectives (Vision and Mission) 1
2.2 OUM’s Aims in Learning Delivery 2-3
2.3 Market
2.3.1 Internal Market 3-7
2.3.2 External Market 8
2.4 Problems and Challenges faced by OUM 9
2.5 SWOT Analysis of OUM 10-11
2.6 Porter’s 5 Competitive Forces for OUM 12
2.7 Information Technologies (IT) Position 13-14
3.0 Information Technologies (IT) for OUM to Underpin Future Business
Strategies
3.1 McFarlan’s Portfolio Framework for OUM’s Cuurent and Future
IT Strategy
15
3.2 Mobile Computing and Mobile Learning (m-Learning) 16
3.3 Interactive Television(i-TV) 17
3.4 Web 2.0/ E-learning 2.0 17
3.5 Bandwidth and Key Technologies 18-19
4.0 System Risk, Security and Recovery
4.1 System Risk
Asia Pacific University College of Innovation and Technology/Level 2 1
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
4.1.1 Intentional Threats 20
4.1.2 Availability Attack 20
4.1.3 Environment Hazards 20
4.2 Security
4.2.1 Access Control 21
4.2.2 Perimeter Security 21
4.2.3 Securing Wireless Network 21
4.3 Recovery
4.3.1 Hot site Vendors 22
4.3.2 E-learning operating system and Web server back up 23
4.3.3 Disaster Avoidance 24
5.0 Conclusion 25
6.0 References 26-29
7.0 Appendices 30-36
8.0 Workload Matrix 37
Asia Pacific University College of Innovation and Technology/Level 2 2
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
Open University Malaysia (OUM)
1.0 Background of OUM
Open University Malaysia was established on 10th August 2000 under the Private Higher
Education Institutions Act 1996 (Open University Malaysia, 2009; Ali, 2008; Ali, 2009). It is the
seventh private university in Malaysia. OUM is owned by a holding company namely Multimedia
Technology Enhancement Operations Sdn. Bhd. (METEOR) which is a consortium of 11 public
universities in Malaysia (Ali, 2009). The establishment of Open University was an effort and courage by
Ministry of Education who invited METEOR due to the advancement of technological and changing
demand for higher education needs (Open University Malaysia, 2009; Ali, 2008). It is the first private
university that adopted Open and Distance Learning.
2.0 Current Market
2.1 Business Objectives (Vision and Mission)
OUM vision is to be a leader and innovator in Open and Distance Learning (ODL). It caters to the
demands of the emerging market and employs the latest approaches to the teaching-learning process to
provide quality and lifelong education. OUM adopts the motto "University for All" which is consistent
with its philosophy on democratisation of education (Open University Malaysia, 2009; Ali, 2009)
This philosophy bring about the idea that education should be made available to all at anytime, anyplace
as well as to anyone without considering age, gender, ethnicity and social economic background. It also
has the objective to produce a knowledge-based society through the continuous improvement in the
development of human capital and learning experiences (Ali and Ramli, 2008).
Asia Pacific University College of Innovation and Technology/Level 2 3
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
2.2 Open University Malaysia Aims in Learning Delivery
Currently, OUM is implementing total quality measures in its operations to ensure quality
programme and provide lifelong learning chances by using technologies, adopt blended mode of
learning environment which are effectively delivered at reasonable costs through quality work culture
(Open University Malaysia, 2009; Ali and Ramli, 2008).
As a new participant in e-learning education that provides ODL, OUM has developed by
deconstructing the traditional educational value chain. First and foremost, the term “business model”
needs to be clearly defined. Timmers (2000) defined a business model as an architecture for delivering
the product, service and information which including a description of the various business actors and
their responsibilities and the accountable for revenue sources.
OUM is an educational provider that develops and delivers every single process of the
educational from offer conception, content development to other customer services (See Diagram 1)
which is similar to a virtual university. Based on the educational value chain, from offer conception to
content design are basically done internally. The university emphasised on the quality education by
taking into consideration of instructional, technological and organisational part in planning their e-
learning system (Seufert, 2008a).
OUM also has sophisticated EPR system which is fully intergrated e-solution systems such as
Student Information System, Human Resource Information System, Financial Inforamtion System and
Management Information System. These systems allow better databases management and provide timely
and accurate information thus reduce administration costs. This benefit has pass to students as it had not
increased the students’ fees since it start operations (Cost Leadership Strategy).
From the internal perspective, OUM currently has only 30% of modules have e-learning content
in 2008 (Ali, 2009). OUM hopes to achieve 100% e-learning content as supplementary for printed
modules in 2009 (Azizil, 2009). There has been RM4.5 million allocated in its Budget 2008 for this
purpose. OUM will continue develop engaging, creative and dynamic content to customised consumer
needs.
Asia Pacific University College of Innovation and Technology/Level 2 4
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
OUM also aims to continue looking for interested organisaitons as collaborated partners which
lead to them to go into education consortium (Ali, 2009) (Alliance Strategy). It is a type of corporate
sector institutions where those partners exchange information about the learning delivery system and
assists each other. This collaboration allows them to share their valuable resources especially around
issues such as technology, where resource constraints encourage this type of complex collaboration
(Conway, 2003 and Kezar, 2000).
2.3 Market
2.3.1 Internal
According to e-learning business model, OUM currently adopt model that are more towards
academic sector in nature (See diagram 2). This means that OUM mainly focus on private sector which
is education to consumers (E2C) business. A typical form of E2C business is alma mater virtualis or
multimedialis where the business actors mainly are private students and universities (Seufert) (See
Diagram 3). OUM successfully targeting on a niche market for itself which are working population as
95% of its students are working adults ranging from teachers, civil servants, homemakers, corporate
sector employees, members of the armed forces, nurses, retirees and the disabled. This is a niche
strategy under Porter’s strategy for competitive advantage where a narrow scope segment is selected
(Turban, Leidner, McLean and Wetherbe, 2008).
OUM currently has more than 79,000 students 2001 in 70 academic programmes which are
increased from the first intake of 753 in 4 programmes in year (Ali, 2007; Ali and Ramli, 2008) (See
Table 1). It offers programmes for matriculation, technical and vocational training, degrees and masters
(Ali, 2008). OUM currently has 10 regional and 50 local centres in the country where students can
access education in the lab via web-based technology (Ali, 2007; Hamid and Anwar, 2008).
OUM is also an in addition a virtual university which is similar to alma mater virtualis (Seufert)
(See Diagram 4). An example of alma mater virtualis is Wharton Business School where they offer
online courses. OUM e-learning strategy is organised university wide that offering online programmes
as complementary to face-to-face and self-manages learning (See diagram5). This type of university
model allows OUM to entrance global markets and enhance potential customer because non-regional
students are provided access from a distance via Internet (Seufert, 2008a). It is also called the blended
Asia Pacific University College of Innovation and Technology/Level 2 5
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
pedagogy (See Appendix 1) which offers learners to take courses as their own preference and pace of
learning (Ali and Ramli, 2008; Ali, 2009). OUM competitive advantages include the courses are tailored
for local conditions and the lecturer is delivering in bilingual Malay and English.
OUM has internally developed a comprehensive and flexible educational platform which is
Learning Management System (myLMS) using PHP (web language) that allows lecturer and students to
interact in a virtual classroom environment. It is a synchronous system where students are able to join
the online discussions and forums with tutors and coursemates. This can be a cost effective and
convenience for students. MyLMS also contains i-Radio, i-Tutorial, i-Weblets, digital library enrich
with multiple databases and information as students can retrieve whenever they are with computers and
Internet (Palanisamy, 2007) (See Table 2 and Appendix 2).
Table 1: Progress of Open University Malaysia
Item 2001 2008
Enrolment 753 67,614
Number of programmes 4 50
Number of modules (Printed,CD and Web-based) 29 368
Number of learning centres 12 61
Number of tutors 100 7440
Source: Hamid and Anwar, 2008, p. 8
Table 2- Learning Management System (myLMS)
i-Tutorial This is prerecorded tutorial session which delivery through streaming
technology
i-Radio OUM’s internet radio which air educational programmes are delivered
and students can download the previous air programme as Podcasts to
listen in the future. It act as a promotional tool for OUM currently has its
webpage on Facebook and its has a lot of fans and users from overseas.
i-Weblet Learning materials that uploaded in myLMS platform
Courseware Multimedia learning CR-ROMs which contains interactive medis rich
presentation serves as supplement for printed-modules.
Source: Palanisamy, 2007
Asia Pacific University College of Innovation and Technology/Level 2 6
University Network
Virtual University
E-learning Providers
Education Consortium
Alma Mater VirtualisCorporate University
e.g., Portals and Communities:
Click2learn.com,eMind.com
e.g., The Singapore-MIT Alliance (SMA),
Harvard-Stanford-Alliance
e.g., Phoenix University
e.g., Wharton Business School
e.g., Cardean University (unext.com)
e.g., Motorola University
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
Diagram 2-The E-learning Universe
Source: Seufert, 2008b
Asia Pacific University College of Innovation and Technology/Level 2 7
Corporate SectorAcademic Sector
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
Diagram 3: Degree of Virtuality and of Cooperations of Universities
Deg
ree
of C
o-op
erat
ion
s
Co-operations
Corporate
Sector
E2B Online materials,
libraries
Corporate Universities
E-learning Providers
Educational Consortium
Online study components,
Online courses
Programmes under
one “virtual roof”
Co-operations
Academic
Sector
University
E2E
Online materials,
libraries
University Networks
Online study components,
Online courses
Programmes under
one “virtual roof”
University-wide
Co-operation
E2C
Online materials,
libraries
Universities
Online study components,
Online courses
Programmes under
one “virtual roof”
100%
Traditional
Additional Virtual
University
100%
Pure Virtual
University
Degree of Virtuality
Source: Seufert, 2008a
Asia Pacific University College of Innovation and Technology/Level 2 8
OUM
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
Diagram 4-Educational Market Landscape of E-learning
Low Degree of Virtuality High
Source: Seufert, 2008a
Diagram 5- E-Learning Business Models
Corporate
E2B
Education provider Corporate Universities Education Consortium
University
E2E
University Networks
Individual
E2C
Virtual University
Low Medium High
Segment Specialisation
Asia Pacific University College of Innovation and Technology/Level 2 9
OUM
Online Libraries Online
components in the traditional
classroom
Online courses in the study
programme
Online Degrees, Online MBAs
Whole programme under one
virtual roof
Off-Campus
On-Campus
100% Conventional University, Traditional “Alma Mater”
Additional Virtual University: Alma
Mater Virtualis/Multimediali
s
100% “Pure” Virtual
University
OUM
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
2.3.2 External Market
OUM is also academic cooperations sector (Universitiy Networks) where its school of graduate
studies has international collaboration with overseas universities (Seufert, 2008b) (See Table 3) (See
Diagram 5). It has students from Yemen, Singapore, Indonesia and Bahrain where the students will gain
access to the modules notes online CD ROMs coursewares and digital library (Ali, 2007; Ali, 2009).
This also due to Ministry of Higher Education that set up promotional offices in United Arab Emirates,
Vietnam, Indonesia and China (Ling, 2007).
Moreover, OUM also adopt education to education (E2E) business where business participants
are universities, e-learning institutions (Seufert, 2008). OUM did sell their home-grown myLMS to
many public universities for their e-learning mode of education.
Table 3- E2E business partners
- University of Science and Technology, Sana’a,Yemen
- Universities Riau, Indonesia
- Trent Global Education Group, Singapore
- Arab Open University, Bahrain
Asia Pacific University College of Innovation and Technology/Level 2 10
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
2.4 Problems /Challenges faced by Open University Malaysia
Computer Literacy and Digital Divide
Even though the statistics of ICT usage indicate that the use of ICT is growing rapidly. There is
still a problem of digital divided due to differences in income distribution and imbalanced regional
social-economic development between urban and rural areas (Ali and Ramli, 2008). Those students in
rural areas are less technology savvy as they did not gain access to all new technologies. Besides,
OUM’s students can be spread over the range from 17 to 80 years old where the computer literacy may
be at great differences (Ali, 2009).
Bandwidth issues and connectivity
According to Professor Ahmad (OUM director), the stability and availability of Internet
connections in many areas around Malaysia is not that advance and sufficient thus there is a lot of room
for improvement (Ali and Ramli, 2008). It is found to be hard for OUM to provide online learning or
moving into new mode of learning delivery if the quality and availability of the Internet connections
cannot be assured. This is because downloading engaging content to learners with rich media
combinations will be hard.
Competency of academic staffs
OUM is mainly focus on doing delivery e-learning content such as print-based material, media
rich contents, podcasts, videos, mobile contents and so on. It is important for their academic staff to be
technological educated and can use the relevant technologies that are invented so that they can
understand the ever-changing scenario of learning technologies (Ali, 2009; Ali and Ramli, 2008).
Domestic and Global Competitors
According to Mr. Azizil, OUM also facing threat from rivals and the main domestic competitors
of OUM are University Tun Abdul Razak (UNITAR), Wawasan Open University and Multimedia
University (MMU) where they also offer online and distance learning in Malaysia (Ali, 2008). Besides,
OUM also facing global competition as there are other OLD universities set up around the world (See
Appendix 3).
Asia Pacific University College of Innovation and Technology/Level 2 11
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
2.5 SWOT Analysis
Based on the research on the current market of OUM, a SWOT analysis for open and distance learning
can be made as follow:
Positive Negative
Inte
rnal
Fac
tors
(at
trib
utes
of
the
orga
nisa
tion
)
Strengths
There is no physical boundary restrictions
(borderless education, without campus)
Programmes and courses recognised and
approved by National Accreditation Board
(LAN). It also received MS ISO 9001:2001
Certification (Ali and Ramli, 2008). Therefore,
there is no apprehension of acceptability.
The use of e-learning tools such as myLMS
makes the delivery of programme become more
effective and flexible for learners (Deshpande
and Ashtikar, 2005)
It is economical to the students and organisation
with the use of integrated e-solution where
administrative cost can be saved and pass on to
the students.
Cost leadership as OUM did not increased cost
since its start operations.
Production quality- OUM by taking into
consideration of instructional, technological and
organisational part in planning their e-learning
system
Weaknesses
Absence of important skills
-competency of academic staff on the
new e-learning technological tools
Lack of budget
Asia Pacific University College of Innovation and Technology/Level 2 12
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
Ext
erna
l Fac
tors
( at
trib
utes
of
the
envi
ronm
ent)
Opportunities
Liberalisation of education (Ali, 2007)
Changing demand and needs of the human
capital market
There is increasing demand for flexible mode of
learning, lifelong education and personalise
education based on own pace of learning (Ali
and Ramli, 2008)
Collaboration market
Rapidly advancement in ICT- wireless
technology, mobile learning, i-TV
Government initiatives
-e-learning for Life (ELFL) which is a joint
venture involving the Asia-Pacific Development
Information Programme trying to reduce the
digital divide in Malaysia by giving ICT
knowledge and access to society (Hamid and
Anwar, 2008)
-Set up National e-Learning Consultative
Committee (NeLCC) to consult on the
development of e-learning practices.
Threats
Computer literacy and digital divide
(Ali and Ramli, 2008)
Internet and connectivity problems
(Ali, 2009; Ali and Ramli, 2008)
Availability and emergence of
advance technologies into the country
may be slow
Asia Pacific University College of Innovation and Technology/Level 2 13
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
2. 6 Porter’s 5 Competitive Forces Analysis for OUM
Five Forces Explanations
Threat of New Entrants (High) The Internet and new Information Technologies such
as information system, web technology and wireless
technology has lead to increase of new competitors.
Domestic- WOU, UniTAR, MMU
Bargaining Power of Buyers (Low) The services that offered by other educational
providers are not same where there is some degree of
differentiation. Customers will not change to other
educational institutions because of its specific niche
market segment- working adults
Bargaining Power of Suppliers (High) OUM offer differentiated services as students can
learn according to their pace and they cannot find
alternative school. OUM has intergrated e-solution
that help in better database management so reduce
costs and
Threat of Substitute Products (High) There is trend of emergence of mobile learning in
global market due to increase usage of mobile
devices. There is also alternative product for learning
delivery such as interactive television and
advancement in Internet speeding.
Competitive Rivalry (High) Currently, the domestic rivals for ODL courses are
not much. But the liberalisation of education and
globalisation may open market for global
competitors.
Asia Pacific University College of Innovation and Technology/Level 2 14
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
2.7 Information Technologies (IT) Position
Chart 1- ICT Services Department Hierarchy
Asia Pacific University College of Innovation and Technology/Level 2 15
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
OUM has strong ICT services department as the backbone of information and communication
network. ICT department is fully under the leading of the General Manager of Technology. The current
general manager of technology is Professor Ahmad Hashem. His job is to ensure that the necessary
technologies are made available. He also chairs a small committee to look into current and future trends
in e-learning and how best to adapt these to the OUM context. This ICT department is a subsidiary
under the METEOR holding company called METEOR Technology and Consultancy Sdn. Bhd.
According to Mr. Azizil (Senior System Analyst) (2009), there are three different divisions under
the ICT department which are System Development, Network and Infrastructure as well as Desktop
Support as follow:
System Department
Asia Pacific University College of Innovation and Technology/Level 2 16
ICT Services Department
General Manager(Technology)
System Development
Sanior System
AnaylstsJunior
System
Anaylsts
Junior
System
Analysts
Networking and Infrastructure
Analyst Engineer
Junior
Engineer
Junior
Engineer
Dekstop and Support
Manager
Technician
Technician
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
In the System Department there is no specific head of the department but there are senior system
analysts and junior system analyst where few analysts work as a team with subject matter experts to
design the courses and each team responsible for one course.
Network and Infrastructure Department
The Network and Infrastructure department is lead by system engineer and others engineer staff.
This department basically responsible in maintenance of Internet connections, databases centres and
manage firewall as well as data security system.
Desktop and Support department
The Desktop and Support department is headed by a manager and operate by several technicians.
Desktop and Support Department is responsible for computer laboratories’ technical, repair and
maintenance services. They will solve any technical problems happen in the learning centre. (See Chart
1 below)
In other branches of OUM, they do have their own IT department but mainly is to do
maintenance and repair work, solve Internet connectivity problems that occur. The modules materials
are all provide by main campus through the myLMS and web-based technology.
Asia Pacific University College of Innovation and Technology/Level 2 17
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
3.0 Information Technologies (IT) for OUM to Underpin Future Business
Strategies
3.1 McFarlan Portfolio Framework for OUM’s Cuurent and Future IT Strategy
Strategic Importance of organisation applications in the predicted future competitive
environment
Low High
Str
ateg
ic im
port
ance
of
orga
nisa
tion
app
lica
tion
s in
the
curr
ent
com
peti
tive
envi
ronm
ent
Low
Support
Applications that are currently valuable
and desirable (but not critical) for
business success
(e.g. Firewall, Antivirus software)
High Potential
Applications that may be important in
achieving future business success
(-Higher speed cable/wired hyperbroadband
via FTTx
-Wireless broadband via 801.11g, 801.11n,
WiMax and Beyond 4G
-Beyond IPv6
-Satellite
-NGN
-MPEG-7
-Fixed mobile convergence)
Hig
h
Key Operational
Applications upon which the
organisation currently depends for
success
(Integrated e-solutions e.g. SIS,FIS,
HRIS and MIS)
Strategic
Applications that are critical for future
business strategy
(e.g Mobile Learning, Interactive
Television, Web 2.0/E-learning 2.0)
Source: http://www.bpp.com/accandtax/misc_downloads/singapore/3_4chapter6.pdf
Asia Pacific University College of Innovation and Technology/Level 2 18
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
3.2 Mobile computing and Mobile Learning (M-learning)
M-learning is an intersection between mobile computing and e-learning. The use of mobile
phones and personal digital assistants in supporting learning is based on the usage of wireless and
mobile technologies (See appendix for Mobile Computing Technologies) for education by extending
access to a desktop-based online environment (Singh and Devinder, 2006).
The emergence of mobile learning is due to the widespread availability of mobile devices and
growing demand in the business and learning applications (See Appendix 4). In Malaysia the number of
handphone users at the end of 2007 exceeded 20 million (MCMC, 2008). It is predicted that students are
increasingly mobile in a feasible environment where pervasive wireless broadband is emerging that
allowing access to rich media communication and content (Trondsen, 2005).
Mobile technology is proposed to used by OUM to inform learners about their examination dates
and results, assignment deadline, automatic calls for advising and counseling for weak learners (Safie,
2004). Besides, tutors can also communicate with students as chat and e-mail. The SMS will act as
learning tools to enhance learners understanding of printed modules and myLMS. In addition, mobile
technology functions will further expanded to include delivery of learning materials, mobile library via
smart devices (Singh and Devinder, 2006). Mobile learning allows students to learn at their convenience
which combines the formalities of classroom education to the informal personal connectivity (University
System of Ohio, 2009). This can encourages users to be flexible, take part in collaborative efforts and
develop multi-tasking skills. For example, American College for Physician uses extensive content for
mobile devices available at their PDA portal (Trondsen, 2005).
Asia Pacific University College of Innovation and Technology/Level 2 19
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
3.3 Interactive Television (i-TV)
Interactive television (i-TV) is another mode of media streaming that is foreseen may be adopt
by OUM in the future. It is a mode of learning delivery where lecturer is located at one site and students
are located in the local centre while additional students such as international students can access to the
lecture in multiple sites across boundaries connected by television (MATC, 2009). The students can see
and hear the lecturer as well as the lecturer. They can communicate to each other making it a
synchronous, real time and live, interactive television distribution system (See e-learning roadmap). For
instance, i-TV is one form of distance learning method using by Madison Area Technical College in
Wisconsin, USA (MATC, 2009).
This can facilitate OUM to participate in international collaboration and enhance the way lecture
been conducted for international students based in overseas. Courses material can be recorded and
deliver via satellite television or videoconferencing as this is called a TV-based model (Nazir, 2009;
Buch and Bartley, 2002). However, i-TV using digital technology with special high speed proprietary
television distributional system where OUM need to collaborate with local satellite broadcasting
television and government to be successfully on i-TV mode of learning (MATC, 2009).
3.4 Web 2.0/ E-learning 2.0
In order to enhance the e-learning portal, OUM can upgrade its web-based technology to Web
2.0 and e-learning 2.0. According to Economist Intelligence Unit, almost 80% of corporations believe
that Web 2.0 has the potential to increase revenues. Web 2.0 is usually associated with web applications
which facilitate interactive information sharing, interoperability, user-centered design and collaboration
on the World Wide Web (O’Reilly, 2005; Sharma, 2008). Some examples of Web 2.0 include web-
based communities, hasted services, web applications, social networking sites, video-sharing sites,
wikis, blogs, RSS and Adobe Flash.
A Web 2.0 can allow students to communicate and interact with other students or to exchange
website information which in much more different than non-interactive websites where students can
only view the information that is uploaded to them. This can make the learning process become more
effective where students can make choices to both consume and create learning materials with their own
Asia Pacific University College of Innovation and Technology/Level 2 20
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valuable experiences. For example, a student exhorts far-flung team members to work together to
complete a WebQuest (Chan and Rossett, 2005).
3.5 Bandwidth and Key Technologies
All the methods of e-learning delivery are highly depends on information technology and the
bandwidth of internet access. It is hard to provide e-learning without the quality and availability of
Internet cannot be assured. It is predicted that bandwidth will increasing to the range of 54-540Mpbs in
between 2010 to 2012 and this will further increase within the range of 540Mpbs-2Gpbs in between
2013 to 2015 (Hamid and Anwar, 2008). This will be great as OUM is maintaining the Internet
connection to be up to 24 x 7 and it will be continue upgrading to cope with the speed to deliver i-TV
and mobile learning (Ali and Bahroom, 2008).
In addition, the emergence of higher speed of telecommunication and information technology
such as broadband, Wi-Fi, WiMax, NGN, 3G, 4G, MPEG-7, IPv6 or beyond that can allow OUM to
underpin their business strategy such as using mobile learning, Web 2.0 and i-TV as well as enhance the
functioning of myLMS and enterprise applications available. (See Table 4) (See Appendix 6 for
terminologies explanations). Government is having plan to upgrade the bandwidth of nationwide for the
benefits of the country (.
Table 4- E-learning Roadmap for 2007-20152007-2009 2010-2012 2013-2015
Bandwidth 6-54Mpbs 54-540Mpbs 540Mpbs-2Gbps
Key Technology -Modem, ISDN, Leased
line
-Broadband via xDSL
-Some extend of
wireless broadband via
Wifi and 3.5G
IPv6-based networks
-Cable/wired broadband
via xDSL, FTTx
-Wireless Broadband
via Wifi, Wimax and
4G
-Satellite
-IPv6-based networks
-Higher speed
cable/wired
hyperbroadband via
FTTx
-Wireless broadband via
801.11g, 801.11n,
WiMax and Beyond 4G
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-NGN
-MPEG-7
-Beyond IPv6
-Satellite
-NGN
-MPEG-7
-Fixed mobile
convergence
E-learning Applications
and Tools
-Proprietary content
-Proprietary LMS
architecture
-Courseware
-Multimedia-based
content
-Separate standalone e-
learning components
-Computer-based
-Standard-based content
-Open Architecture
LMS (such as SCORM
and Moodle)
-Virtual reality
-Game-based
-Simulation-based
learning
-Synchronous, real time
streaming
-Real time
collaboration,
immersive tools
-Computer-based and
mobile devices
-User created and
dynamic content
-Open Architecture
LMS
-Integrated LMS with
enterprise application
suite (e-HRIS, ERP,
CRM, etc.)
-Augmented Reality
-Synchronous, real time
media streaming, real
time collaboration
-Mobile components
-Wearable e-learning
computer
-Computer, mobile
devices, wearable
devices
Market Situation Limited penetration of
e-learning, Knowledge
management is part of
the culture
Regionally share e-
learning, learning as
culture, e-learning
organisations
penetrating wider
markets
Global competition of
e-learning, many
players and students,
liberalised learning,
knowledge society
Source: Adapted from Hamid and Anwar, 2008
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4.0 System Risks, Security and Recovery
4.1 System Risk
4.1.1 Intentional threats
Unauthorised use of digital content (Weippl, 2005)
People might gain access to digital content in manners which is wish by the university such as
theft of data, unauthorised access to confidential data; intentional manipulation in handling, processing,
transferring or programming data (Turban, Leidner, McLean and Wetherbe, 2008; Kalinga ). Data
means administration information used by database, the student network account and information as
well as other information stored in databases which include e-learning course materials. Besides, there
might be risk where unauthorised person intrude inside and disturb the operating system or the database
system on which the e-learning system is installed.
4.1.2 Availability attack
A flooding attack overloads the e-learning system with a large number of requests to stop
authorised users from accessing it resources (Nickolova and Nickolov, 2007). Example is Denial of
Service Attack (DoS) that e-learning system should have a reasonable capacity (in terms of bandwidth
and connectivity) to meet the peak demands, however this capacity is finite and can be exhausted
(Nickolova and Nickolov, 2007). DoS attacks could be very dangerous for e-learning systems because a
single message may be replicated to many receivers over links. This is to disturb the outgoing traffic and
incoming traffic to certain network service in myLMS and websites. The attacker sends more traffic than
OUM can handle. However, the attackers in this context can be hackers or customers itself. For
example, a large number of customers accessing the OUM websites at a given time and may bring the
website temporarily down.
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4.1.3Environemental hazards
This may include floods, power failures or even general office building failures. These include
general office building failures, fires, power failures and others (Turban, Leidner, McLean and
Wetherbe, 2008). It is important that where this happen may disrupt the computer and system operations
and result in long waiting periods as well as excessive costs as computer data and files are lost and need
to recreate.
4.2 Security
4.2.1 Access control
It is proposed that OUM use biometric control to prevent unauthorised people to gain access to
the place where the e-learning system is installed for operations. It is an automated method that can
verify a person’s identity based on physiological and behaviour characteristics (Turban, Leidner,
McLean and Wetherbe, 2008). OUM can purchase a system that use thumbprint or fingerprint to gain
access to place where the system located so that only authorised system engineer can enter the place for
web server and e-learning systems maintenance and updated.
4.2.2 Perimeter Security
OUM should tighten their security by introducing a stronger perimeter security. OUM can
introduce a stronger layer that protects the IT system against the DoS attack. According to Mr Azizil,
OUM can use Detox Flooding or Firewall to protect the e-learning network with unsecure network. The
Detox Flooding or Firewall can either permit or impede traffic so that unnecessary incoming traffic will
not affect the system operations. Besides, OUM system analysts can add in anti-virus software such as
McAfree to stop viruses and malware that might come in attach with email.
4.2.3 Securing wireless network
Wireless security solution
OUM can use a solution similar to SonicWALL Wireless Security solution for
its mobile learning environment. SonicWALL is a leading provider of
comprehensive Internet security solutions (Fabos, 2009). This can allow the OUM’s
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network administrator to manage a safe and productive mobile learning
environment. It also secures the confidentiality of private student information.
The solution is combining content filtering with the secure wireless access in
a single affordable device. It combines the secure wireless gateway with powerful
Content Filtering Service 2.0 can give OUM and branches wireless connectivity for
mobile learning and comprehensive Internet access controls to protects learners
from offensive Web content (Fabos, 2009). It also combines secure 802.11b
wireless access, firewall and virtual private network technologies for both wired
and wireless security (Fabos, 2009). It is recommended because of its price and
availability. It provide simple to use setup wizard for a variety of deployment
scenarios. It is currently used by Kansas City School.
4.3Recovery
4.3.1 Hot site Vendors
In order to ensure that the Internet uptime is always 24 X 7, OUM should looking for maintain
two Internet Service Provider such as Streamyx and P1WiMax (Ali, 2009, p. 10; Data Art Solutions
Incorporate, 2009). Thus, learners are assured of almost no downtime thus allowing constant
accessibility to the university’s information systems at all times.
Moreover, it is proposed that OUM collaborate with Asia’s Communications Exchange (AIMS)
which located at Jalan Changkat Raja Chulan and set up another back up office around that area as their
co-location (See Diagram) to provide Internet connectivity and backup centre (See Diagram). When the
system failures occur in OUM’s building, they will migrate to these co-locations for continuous
operations. These co-locations can be the place to set up servers for databases backup storage. AIMS is
natural peering point for most providers, ISPs connect to multiple backbones as required, and use the
AIMS facility as a deployment point for local access to end customers (AIMS, 2009). It provides co-
location services (See Appendix 7) to business organisations for domestic and global market.
Co-location
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4.3.2 Web Server/ e-learning operating system back up
OUM is highly depends on connectivity for online course and e-content material deliver through
myLMS. Therefore, OUM must make sure that the Web server or e-learning operating system can
function 24 hours in a day. In order to ensure this, OUM can maintain it web server or myLMS in two
different locations. It is proposed that OUM maintain its myLMS system in a co-location under AIMS.
If the main server fail or down the other back up in AIMS will start operate so that leaners will
not experience server down and can gain access to it anytime and anyplace. Besides, it is important and
easy for the system analyst to do maintenance and update work without interrupt learners to gain access
to it. OUM should have a good maintenance routine like once a week. In addition, OUM system
engineer can installed software with the web server called System Integrity Monitor where it will check
the system to ensure certain things are running well at a set of interval time if not will restart the server
(Lee, 2008).
System Integrity Monitor has a large list of features (R-fx Network):
Asia Pacific University College of Innovation and Technology/Level 2 26
Backup Office(Jalan Sultan
Ismail)
AIMS(Jalan Raja
Chulan)
Open University Malaysia
(Jalan Tun Ismail)
Learning Management System
Learning Management System
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
Service monitoring of HTTP, FTP, DNS, SSH, MYSQL & more
Event tracking and alert system
Auto reboot ability for downed services
Checks against network sockets & process list to ensure services are online
Advanced HTTP service monitoring, to prevent commonly encountered issues
System load monitor with customisable warnings & actions
Ability to auto restart system with definable critical load level
Priority change configurable for services, at warning or critical load level
Informative command line status display
4.3.3 Disaster avoidance
It is a prevention control to reduce the chances of avoidable disaster such as fire or other human
caused threats. It is important that where this happen may disrupt the computer and system operations
and result in long waiting periods as well as excessive costs as computer data and files are lost and need
to recreate. For example, OUM can used a device called Uninterrupted Power Supply (UPS) which
provide power supply when there is power failures to avoid incurred extra costs due to disruption of
work.
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5.0 Conclusion
OUM must continuous scrutinise for opportunities and eliminate threats so that they can gain
competitive advantage for ODL in Malaysia and global market. OUM must keep track with the latest
trend and technologies that available in global market and bringing them into Malaysia to continuous
gaining success for its targeted niche market. It is whishes that with the adoption of new learning models
and faster speed of web server can make OUM the leader and innovator in Malaysia’s Private Higher
Education Sector. Government and private sector should continuous speed up the use of nationwide
broadband and bring in advance technologies in the country so that it can bring the most benefit to the
nation.
Total Words Count: 3397
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6.0 References
Ali, A., 2007, Global Higher Education Market: Moving the Education [online], Global Higher
Education Forum 2007, Available at http://www.gheforum.usm.my/2009/doc/Archives/2007/Parallel
%20Workshops/Session%206-Paper%20Anuwar%20Ali.pdf, [Accessed on 11th October 2009]
Ali, A., 2008, Borderless Education: Breaking Down Boundaries through Effective Networking and
Exchange of Institutional Experiences [online], Open University Malaysia, Available at
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%20through%20effective%20networking%20_2.pdf, [Accessed on 7th October 2009]
Asia Pacific University College of Innovation and Technology/Level 2 29
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Ali, A., 2009, Moving Forward With E-learning: The Experience of Open University Malaysia [online],
Available at http://iqri.oum.edu.my/v2/pdf/tan%20sri/Moving%20Forward%20with%20E-
learning_1.pdf, [Accessed on 7th October 2009]
Ali, A., and Ramli, B., 2008, Integrated E-learning at Open University Malaysia [online], Available at
http://www.intanbk.intan.my/psimr/vol2.2/Article%207%20-%20Prof%20Tan%20Sri%20Anuwar
%20.pdf, [Accessed on 10 October 2009]
Ali, A., Issues and Challenges In Implementing E-learning In Malaysia [online], UNITEM Sdn. Bhd.,
Available at http://asiapacific-odl2.oum.edu.my/C33/F80.pdf, [Accessed on 7th October 2009]
Buch, K., and Bartley, S., 2002, ‘Learning Style and Training Delivery Mode Preference’, Journal of
Workplace Learning, Vol. 4, No. 1, MCB UP Ltd., Available at
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contentType=Article&Filename=Published/EmeraldFullTextArticle/Articles/0860140101.html,
[Accessed on 25th October 2009]
Chan, A., and Rossett, A., 2005, Engaging with the New e-learning [online], Adobe System
Incorporated, Available at
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26th October 2009]
Data Art Solutions Incorporation, 2009, Risk Management: Disaster Recovery Plan [online], Available
at http://www.dataart.com/software-outsourcing/quality-assurance/risk-management/disaster-recovery-
plan.htm, [Accessed on 27th October 2009]
Deshpande, S., G., and Ashtikar, R., 2005, SWOT Analysis of Distance Education For Testing Its
Suitability To Impart Technical and Vocational Education [online], Available at
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Fabos, K., 2009, SonicWALL Wireless Security Solution Brings Mobile Learning Environment to
Kansas City Schools [online], Available at http://www2.prnewswire.com/cgi-bin/stories.pl?
ACCT=104&STORY=/www/story/06-30-2003/0001973872&EDATE, [Accessed on 31st October 2009]
Asia Pacific University College of Innovation and Technology/Level 2 30
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Hamid, S., and Anwar, R., M., 2008, Framework and Roadmap for E-learning Industry: An Analysis
[online], University Malaya, Available at http://eprints.um.edu.my/308/1/375SurayaCam.pdf, [Accessed
on 10th October 2009]
Johnson, R., A., Mitrano, T., and Vernon, R., V., 2007, Meeting the Cybersecurity Challenges [online],
Available at http://net.educause.edu/ir/library/pdf/pub7007i.pdf, [Accessed on 29th October]
Kalinga, E., A., 2008, Development of an Interactive e-Learning Management System (e-LMS) for
Tanzania Secondary School [online], Ellen Ambakisye Kalinga, Available at
http://www.bth.se/tks/teknovet.nsf/bilagor/Ellen%20Kalinga%20Lic%20manuscript_pdf/$file/Ellen
%20Kalinga%20Lic%20manuscript.pdf, [Accessed 29th October 2009]
Kek., L., S., Y., 2009, Feature: Straight-talking with Prof Ahmad [online], Tutors Connexxions Open
University Malaysia, Available at http://tcx.oum.edu.my/2009/issue21/index.php?op=view&page=5,
[Accessed on 10th October 2009]
Kritzinger, E., and Solms, S., H., V., 2006, E-learning: Incorporating Information System Governance,
Available at http://www.informingscience.org/proceedings/InSITE2006/IISITKrit157.pdf, [Accessed on
26th October 2009]
Lee, J., 2008, How-to: Maintain Web Server Uptime, Available at http://www.jonlee.ca/how-to-
maintain-web-server-uptime/, [Accessed on 31st October 2009]
Lindong, L., A., 2007, A Cross Study for the Competitive Advanatge of private Higher Educational
Institutions in Kuching [online], University Sains Malaysia,Available at
http://eprints.usm.my/7771/1/A_CROSS-
CASE_STUDY_OF_THE_COMPETITIVE_ADVANTAGE_OF_PRIVATE_HIGHER_EDUCATION
AL_INSTITUTIONS_IN_KUCHING,_SARAWAK.pdf, [Accessed on 30th October 2009]
Madison Area Technical College (MATC), 2009, What is i-TV [online], Available at
http://matcmadison.edu/what-itv, [Accessed on 25th October 2009]
Malaysia Communication and Multimedia Commissioner (MCMC), 2008, Handphone Users Survey
2007 [online], Available at
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http://www.skmm.gov.my/facts_figures/stats/pdf/Handphone_Users_Survey_2007.pdf, [Accessed on
25th October 2009]
Nazir, S., A., 2009, ‘Access Strategy for Blended E-learning: An AIOU Case Study’, Journal of The
Research Center for Educational Technology, Vol. 5, No. 2, Available at http://www.rcetj.org/?
type=art&id=91994&, [Accessed on 25th October]
Nickolova, M., and Nickolov, E., 2007, ‘Threat Model for User Security in E-learning System’,
International Journal Information Technologies and Knowledge, Vol. 1Available at
http://www.foibg.com/ijitk/ijitk-vol01/ijitk01-4-p07.pdf, [Accessed on 31st October 2009]
R-fx Network, System Integrity Monitor [online], Available at http://www.rfxn.com/projects/system-
integrity-monitor/, [Accessed on 31st October 2009]
Open University Malaysia, 2009, Corporate Profile: Organisational Chart [online], Available at
http://feass.oum.edu.my/portal/index.php?op=view&m=3&page=39, [Accessed on 11th October 2009]
O’Reilly, T., 2005, What Is Web 2.0: Design Patterns and Business Models for the Next Generation of
Software [online], Available at http://oreilly.com/web2/archive/what-is-web-20.html, [Accessed on 26th
October 2009]
Safie, N., 2004, The use of Short Messaging System (SMS) as a supplementary learning tool in Open
University Malaysia (OUM), Available at http://asiapacific-odl2.oum.edu.my/C33/F156.doc
Seufert, S., 2008a, E-learning Business Models: Framework and Best Practices Examples [online],
University of St. Gallen, Available at http://sciltest.unisg.ch/seufert/docs/elearning-business-models.pdf,
[Accessed on 10th October 2009]
Seufert, S., 2008b, Rethinking Management Education: E-learning Business Models, Strategies, Success
Factors and Best Practice Examples [online], University of St. Gallen, Available at http://elearning-
reviews.com/seufert/docs/elearning-busniess-models-book.pdf, [Accessed 6th October 2009]
Sharma, P., 2008, Core Characteristics of Web 2.0 Services [online], Available at
http://www.techpluto.com/web-20-services/#, [Accessed on 26th October 2009]
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Singh, D., and Zaitun, A., B., 2006, ‘Mobile Learning in Wireless Classroom’, Malaysian Online
Journal of Instructional Technology, Vol. 3, No. 2, pp. 26-42, Available at
http://pppjj.usm.my/mojit/articles/pdf/0806/03-0905-Devinder-UM-final.pdf, [Accessed on 29th October
2009]
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No. 2, pp. 3-8.
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Turban, E., Leidner, D., Mclean, J., and Wetherbe, J., 2008, Information Technology for Management:
Transforming Organisations In The Digital Economy, 6th ed., Asia, John Wiley and Sons (Asia) Pte Ltd
Utusan Malaysia Online, 2006, Ninth Malaysia Plan: Enhancing Human Capital [online], Available at
http://www.utusan.com.my/utusan/SpecialCoverage/RMK9/english/Chapter11.pdf, [Accessed on 5th
October 2009]
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http://www.elearnmag.org/subpage.cfm?section=tutorials&article=19-1, [Accessed on 31st October
2009]
7.0 Appendices
Appendix 1
Blended Pedagogy of Open University Malaysia
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Source: Ali, 2008; Ali and Ramli, 2008
Appendix 2
Asia Pacific University College of Innovation and Technology/Level 2 34
FACE-TO-FACE LEARNINGClass room environement
Formal classroomComputer LaboratoryScience Laboratory
Number of meetings3-5 meetings
Teaching StrategiesDirect Indirect
ONLINE/E-LEARNINGResources
Learning ObjectsPDF Documents
Microsoft Office AttachmentsDigital Library
DiscussionsAsynchronous Discussion Forum
SELf-MANAGED LEARNINGSpecially Designed Modules With
Support From:CDROM Courseware
Digital LibraryPhysical Library
Peers Tutors
Subject Matters Experts
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
Appendix 3
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E-learning Institutions in Various Around the World
• Sukhothai Thammathirat Open University
• China Central Radio and TV University
• Indra Gandhi National Open University
• Open University of Hong Kong
• Universitas Terbuka Indonesia
• Korean National Open University
• Open University of Sri Lanka
• Bangladesh Open University
• University of Phillippines Open
• Hanoi Open University
• United States of America: University of Maryland University College
• (UMUC) and University of Phoenix
• Canada: Athabasca University (Canada Open University) and University of British
Columbia
• Argentina: Virtual University of Quilmes
• Australia: Deakin University, Edith
• Cowan University, and University of Southern Queensland
• Germany: FernUniversitat, Bavarian Virtual University
• Spain: Catalonia Open University
• Netherland: Dutch Digital U (The Open Universiteit)
• United Kingdom: Open University
• Scotland: Interactive University
• Finland: Finnish Virtual University
• Switzerland: Swiss Virtual University
• Syria: Syrian Virtual University
• Israel: The Israeli Open University
• Turkey: Anadolu Open University
• South Africa: University of South Africa
• China: China Central Radio and TV University
Source: Ali, 2008
Asia Pacific University College of Innovation and Technology/Level 2 36
More Compelling Business propositions for m-Leaning
Accelerated Adoption of m-learning
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Appendix 4- Demand and Enablers Driving M-learning
Source: Trondsen, 2005
Appendix 5
Mobile Computing Basic Terminology
Asia Pacific University College of Innovation and Technology/Level 2 37
Growing Dmeand for
Using Mobile Devices in
Business and learning
Applications
Improving Device Technology and
Fucntionality
Wireless NetworkTechnology
Deployments
Better Tools and Technologies for
Content Development
CT053-3-2-MISO Group Assignment Tan Lee Tin (TP016052)/Lee Shiau Teng (TP015361)
Personal Digital Assistant (PDA) A small portable computer, such as Palm handhelds and the
Pocket PC Devices from companies like HP
Short Messaging Service (SMS) A technology for sending short text messages (up to 160
characters in 2006) on cell phones. SMS messages can be
sent or received concurrently even during a voice or data
call.
Multimedia Messaging Service (MMS) The next generation of wireless messaging and able to
delivery rich media such as pictures and graphic diagrams
Bluetooth A chip technology wireless standard designed for
temporary, short-range connection (data and voice) among
mobile devices and or other devices such as personal
computer
Wireless Application Protocol A technology that offers Internet browsing from wireless
devices
Wi-Fi (Wireless Fidelity) Refers to the standard 802.11b on which most of the
wireless local area networks (WLANs) run.
Wireless Local Area Netwrok (WLAN) A wide term for all 802.11b standards. Basically it is a
wireless version of the Ethernet network standard.
Source: Turban, Leidner, Mclean and Wetherbe, 2008
Appendix 6
Key Technologies Meaning
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Wireless fidelity (Wi-Fi) Wireless networking for hotspot zone, commonly using IEEE 802.11b
protocol within short distance
WiMax A standard-based wireless technology that provides high-throughput
broadband connections over long distances.
Next Generation Network
(NGN)
A packet-based network able to provide services including
Telecommunication Services and able to make use of multiple broadband,
QoS-enabled (Quality of Service) transport technologies and in which
service-related functions are independent from underlying transport-related
technologies.
3G Third Generation is the extension of 2G that aims to provide universal,
high speed, high bandwidth (up to 4Mbps) wireless services supporting a
variety advanced applications and that is beyond personal communications
services.
4G Forth Generation that could achieve the highest speed of data rates up to
20+ Mbps which is also suitable for high resolution movies and real time
video communications on mobile devices.
MPEG-7 Multimedia Content Description Interface is a standard for describing the
multimedia content data that supports some degree for interpretation of the
information’s meaning which can be passed onto or accessed by a device or
a computer code.
Internet Protocol Version
6 (IPv6)
The next generation Internet Protocol that is emerging from the standards
process to carry web applicaitions into the 21st century and to replace the
current IPv4.
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Appendix 7 AIMS’ co-location services
CO-LOCATION SERVICES
General Description
Carrier-neutral Telehouses providing access to major domestic and global carriers
The AIMS Advantage
Location Strategically situated in the central business districts of Kuala Lumpur, Penang,
Johor Bahru and Cyberjaya
Inter-connectivity Multiple connectivity options to domestic and global carriers
Communities Wide ranges of service providers co-locating in AIMS’ facilities provide a
common platform for inter-connectivity. They include domestic and global carriers, ISPs,
VoIP providers, ASPs, Virtual Network Operators and Mobile Content Providers.
Telehouse specifications
Flexible co-location options
• 42U Racks
• Private vaults ranging from 250 sqft to 500 sqft
• Custom sized cages of 1000 sqft
Variable bandwidth speed
• Capacity ranging from 64 kbps to 2.5 Gbps is offered through the carriers present in
AIMS' telehouses.
International class Telehouse facility
• Dual power distribution system backed by UPS and generators in N+1 configuration
• Regulated temperature of 20°C ( ± 2°C) and humidity of 50%rH ( ± 5%rH)
• Enhanced facility security and safety with centralised monitoring system
• Early fire detection and suppression system
• State-of-the-art cabling management system
• Dual electrical grounding systems with resistance level of 0.5
Source: http://www.aims.com.my/colocation_popup.htm
8.0 Workload Matrix
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Particulars/ Name and ID Lee Shiau Teng (TP015361) Tan Lee Tin (TP016052)
Interviewing with Mr Azizil √ √
Background of OUM √
Current Market √ √
IT Position √
Role of IT for future business strategy √
System Risks, Securities √
Recovery √
Conclusion √
Asia Pacific University College of Innovation and Technology/Level 2 41