158,339 research outputs found
Virtually connected, practically mobile
This is the post-print version of the Chapter. The official published version can be accessed from the links below - Copyright @ 2006 SpringerThis chapter addresses a central issue in studies of mobile work and mobile technology – what is the work of mobile workers, and how do they use the resources that they have to undertake this work (i.e. the work they have to do in order to do their work)? In contrast to many of the other papers in this collection, the objective of this chapter is to examine individual mobile work, and not teamwork and co-operation other than where it impacts on the work of individuals. We present data from a study of mobile workers, examining a range of mobile workers to produce a rich picture of their work. Our analysis reveals insights into how mobile workers mix their mobility with their work, home and social lives, their use of mobile technology, the problems – technological and otherwise – inherent in being mobile, and the strategies that they use to manage their work, time, other resources and availability. Our findings demonstrate important issues in understanding mobile work, including the maintenance of communities of practice, the role and management of interpersonal awareness and co-ordination, how environmental resources affect activity, the impact of mobility on family/social relationships and the crossover between the mobile workers’ private and working lives, how preplanning is employed prior to travel, and how mobile workers perform activity multitasking, for example through making use of ‘dead time’. Finally, we turn to the implications of this data for the design and deployment of mobile virtual work (MVW) technologies for individuals and a broader organisational context
People Are the Answer to Security: Establishing a Sustainable Information Security Awareness Training (ISAT) Program in Organization
Educating the users on the essential of information security is very vital
and important to the mission of establishing a sustainable information security
in any organization and institute. At the University Technology Malaysia (UTM),
we have recognized the fact that, it is about time information security should
no longer be a lacking factor in productivity, both information security and
productivity must work together in closed proximity. We have recently
implemented a broad campus information security awareness program to educate
faculty member, staff, students and non-academic staff on this essential topic
of information security. The program consists of training based on web,
personal or individual training with a specific monthly topic, campus
campaigns, guest speakers and direct presentations to specialized groups. The
goal and the objective are to educate the users on the challenges that are
specific to information security and to create total awareness that will change
the perceptions of people thinking and ultimately their reactions when it comes
to information security. In this paper, we explain how we created and
implemented our information security awareness training (ISAT) program and
discuss the impediment we encountered along the process. We explore different
methods of deliveries such as target audiences, and probably the contents as we
believe might be vital to a successful information security program. Finally,
we discuss the importance and the flexibility of establishing a sustainable
information security training program that could be adopted to meet current and
future needs and demands while still relevant to our current users
Using the Internet to improve university education
Up to this point, university education has largely remained unaffected by the developments of novel approaches to web-based learning. The paper presents a principled approach to the design of problem-oriented, web-based learning at the university level. The principles include providing authentic contexts with multimedia, supporting collaborative knowledge construction, making thinking visible with dynamic visualisation, quick access to content resources via information and communication technologies, and flexible support by tele-tutoring. These principles are used in the MUNICS learning environment, which is designed to support students of computer science to apply their factual knowledge from the lectures to complex real-world problems. For example, students may model the knowledge management in an educational organisation with a graphical simulation tool. Some more general findings from a formative evaluation study with the MUNICS prototype are reported and discussed. For example, the students' ignorance of the additional content resources is discussed in the light of the well-known finding of insufficient use of help systems in software applications
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