Ct053!3!2-Miso-group Assignment-tan Lee Tin (Tp016052)-Lee Shiau Teng (015361)

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


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



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



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).



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.



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



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


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


Diagram 2-The E-learning Universe

Source: Seufert, 2008b


Corporate SectorAcademic Sector


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 courses

Programmes under


University-wide

Co-operation

E2C

Online materials,

libraries

Universities


Online courses

Programmes under


100%

Traditional

Additional Virtual

University

100%

Pure Virtual

University

Degree of Virtuality

Source: Seufert, 2008a


OUM


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


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


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



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).



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



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



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.



2.7 Information Technologies (IT) Position

Chart 1- ICT Services Department Hierarchy



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


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


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.



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



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).



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



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



-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



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.



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



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



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):


Backup Office(Jalan Sultan

Ismail)

AIMS(Jalan Raja

Chulan)

Open University Malaysia

(Jalan Tun Ismail)

Learning Management System

Learning Management System


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.



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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7.0 Appendices

Appendix 1

Blended Pedagogy of Open University Malaysia


http://www.elearnmag.org/subpage.cfm?section=tutorials&article=19-1

http://www.oln.org/ILT/mlearning.php

http://www.utusan.com.my/utusan/SpecialCoverage/RMK9/english/Chapter11.pdf

http://www.sric-bi.com/news/ETrondsen-mLearning2005-02.pdf

http://pppjj.usm.my/mojit/articles/pdf/0806/03-0905-Devinder-UM-final.pdf


Source: Ali, 2008; Ali and Ramli, 2008

Appendix 2


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


Appendix 3



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


More Compelling Business propositions for m-Leaning

Accelerated Adoption of m-learning


Appendix 4- Demand and Enablers Driving M-learning

Source: Trondsen, 2005

Appendix 5

Mobile Computing Basic Terminology


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


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



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.



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


http://www.aims.com.my/colocation_popup.htm


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 √


Ct053!3!2-Miso-group Assignment-tan Lee Tin (Tp016052)-Lee Shiau Teng (015361)

Documents

private university

motto university

virtual university

malaysia ali

elearning education

mobile learning

learning deliverycurrently

learning experiences