1. Introduction – المقدمة o تقدم خلفية عامة عن الموضوع، وتوضح السياق الذي تنطلق منه الدراسة. 2. Statement of the Problem – مشكلة الدراسة o تحدد المشكلة البحثية بدقة، وتوضح لماذا تستحق الدراسة. 3. Significance of the Study – أهمية الدراسة o تبرز الفوائد المتوقعة من الدراسة، سواء على المستوى النظري أو التطبيقي. 4. Objectives – أهداف الدراسة o تصف ما تسعى الدراسة إلى تحقيقه، سواء أهداف عامة أو فرعية. 5. Research Questions – أسئلة البحث o تُشتق من الأهداف، وتوجه عملية جمع البيانات والتحليل. 6. Gaps in the CMMI Model – الفجوات في نموذج CMMI o توضح الثغرات أو النقاط التي لم يعالجها النموذج بشكل كافٍ، والتي تسعى الدراسة لتغطيتها. 7. Methodology – المنهجية o تشرح الطريقة التي ستُستخدم في جمع البيانات وتحليلها (نوع الدراسة، أدوات البحث، العينة، إلخ). 8. Scope of the Study – نطاق الدراسة o يحدد حدود الدراسة من حيث الزمان والمكان والمجال، وما لا تشمل الدراسة. 9. Contributions of the Current Study – مساهمات الدراسة الحالية o توضح الإضافة العلمية أو العملية التي تقدمها الدراسة مقارنة بالدراسات السابقة. هل ترغب أن أساعدك في كتابة محتوى كل قسم؟ أم أنك تبحث فقط عن الترتيب ٤. مكونات النموذج يتألف النموذج المقترح من مجموعة من المجالات الرئيسية التي تمثل ركائز أساسية في إدارة وحوكمة الأمن السيبراني. ويُقاس مستوى النضج في كل مجال من خلال مؤشرات مترابطة تغطي مستويات النضج المختلفة، وتشمل هذه المجالات ما يلي: 1. التحكم في الوصول. 2. إدارة الهوية والخصوصية. 3. الاستجابة للحوادث. 4. الحوكمة وإدارة المخاطر. 5. مواءمة المعايير والامتثال لها. 6. إدارة أمن الجهات الخارجية. 7. خصوصية السحابة والبيانات. 8. بناء القدرات والوعي الأمني. ٥. مستويات النضج تم ربط المجالات السابقة بخمسة مستويات من النضج، وذلك بالاستناد إلى نموذج CMMI، بحيث تعكس هذه المستويات تطور ممارسات الأمن السيبراني في المنظمة كما يلي: • المستوى ١: أولي (Initial): ممارسات غير منظمة وعشوائية تعتمد غالبًا على الجهود الفردية. • المستوى ٢: مُدار (Managed): وجود سياسات أساسية ووثائق أولية للأمن السيبراني. • المستوى ٣: مُحدد (Defined): عمليات متكاملة وموحدة يتم تطبيقها عبر جميع أقسام المنظمة. • المستوى ٤: مُدار كميًا (Quantitatively Managed): الاعتماد على مؤشرات الأداء وأدوات القياس لمتابعة وتحسين الإجراءات. • المستوى ٥: التحسين المستمر (Optimizing): توظيف التحليلات المتقدمة والذكاء الاصطناعي لدعم الابتكار والتحسين المستمر. ________________________________________ هل ترغب أن أقوم بتحويل هذا الجزء إلى جدول ثنائي الأبعاد (المجالات × مستويات النضج) بحيث يظهر بشكل مصفوفة أكاديمية أو انفوجرافيك؟ 1. Introduction – المقدمة o تقدم خلفية عامة عن الموضوع، وتوضح السياق الذي تنطلق منه الدراسة. 2. Statement of the Problem – مشكلة الدراسة o تحدد المشكلة البحثية بدقة، وتوضح لماذا تستحق الدراسة. 3. Significance of the Study – أهمية الدراسة o تبرز الفوائد المتوقعة من الدراسة، سواء على المستوى النظري أو التطبيقي. 4. Objectives – أهداف الدراسة o تصف ما تسعى الدراسة إلى تحقيقه، سواء أهداف عامة أو فرعية. 5. Research Questions – أسئلة البحث o تُشتق من الأهداف، وتوجه عملية جمع البيانات والتحليل. 6. Gaps in the CMMI Model – الفجوات في نموذج CMMI o توضح الثغرات أو النقاط التي لم يعالجها النموذج بشكل كافٍ، والتي تسعى الدراسة لتغطيتها. 7. M

1. 1
PREPARDED BY :ENAAM ABDELGADER
Computer skills 1

3. What is E-learning?
The use of Internet technologies
The use of Internet technologies
to deliver a broad array of
to deliver a broad array of
solutions that enhance
solutions that enhance
knowledge and performance
knowledge and performance
Rosenberg,
Rosenberg,
2001
2001
E-learning is Internet-enabled
E-learning is Internet-enabled
learning
learning
http://
http://
www.cisco.com
www.cisco.com

4. Truth of e-learning
Internet has started reshaping education.
Education will not be the same in the next decade
There is no going back. The traditional classroom
There is no going back. The traditional classroom
has to be transformed
has to be transformed
Web-based Education Commission, US
Web-based Education Commission, US
Many universities/colleges may not survive
Many universities/colleges may not survive
by the end of this decade
by the end of this decade

5. E-learning is going to be big
Education and training forms one of
the largest sectors of the economy
in most countries
Over the last decade, the number of
corporate universities grew
from 400 to 1,800
Meister, Jeanne op. cit., endnote 23
40% of Fortune 500 companies
have established corporate
universities
Moe and Blodgett, op. cit., endnote 21, p. 230.
Skilled jobs now represent 85%
of all jobs in US, in contrast to
20% in 1950.
http://www.webcommission.org/directory

6. Education Market will be big
A big growth is expected in the education market
A big growth is expected in the education market
Student population in US colleges
Student population in US colleges
increase from 232,000 at the turn
increase from 232,000 at the turn
of the century to 13 million today
of the century to 13 million today
In Malaysia, with one university
in 1957 to over 21 public and
private university
The US Army has established
a online educational portal
and hope to enroll 15,000 to
20,000 of its army personnel
for a degree programme
The future soldiers will
The future soldiers will
not be carry guns but
not be carry guns but
computers
computers

7. Evolution of Education Technology
TIME
TIME
TIME
IMPACT
Internet:
Internet:
Greatest
Greatest
impact
impact

8. E-learning: Blended mode
E-learning: Blended mode
Chalk-and-board has long
ruled the classrooms
• will not be eliminated
• Less emphasis
Interactive Digital
Content:
• more emphasis
• on demand learning
• interactive

9. National ICT Agenda
KNOWLEDGE-BASED
KNOWLEDGE-BASED
ECONOMY
ECONOMY
PEOPLE
PEOPLE
- Work Culture
- ICT Skills
- Knowledge worker
- Learning Society
- United, moral & ethical
INFRASTRUCTURE
INFRASTRUCTURE
- Communication
- Fibre-Optic Cabling
- Gigabit ATM
- Satellite
- Transport/Logistic
- etc
APPLICATION &
APPLICATION &
CONTENT
CONTENT
- Smart Schools
- e-govt.
- Smartcard
- Tele-medicine
- Others

10. ECONOMY
TIME
INFORMATION SOCIETY
KNOWLEDGE SOCIETY
COMPETITIVE SOCIETY
2005 2020
2010
ICT based Economy
Knowledge Products &
Services
Competitive Knowledge
Economy
NATION’s ICT EDUCATION VISION

11. MMU Objectives
multimedia university
Quality
Quality
Leading-edge
Leading-edge
Research,
Research,
Best Staff and
Best Staff and
Students,
Students,
Good Facilities &
Good Facilities &
Services, etc
Services, etc
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MMU

12. Framework of MMU
INFRASTRUCTURE
(622Mbps ATM, Gigabit Ethernet, Wireless Access Points, Satellite, etc)
STAFF
STAFF
DATABASE
DATABASE
STUDENT
STUDENT
DATABASE
DATABASE
LIBRARY
LIBRARY
DATABASE
DATABASE
OTHER
OTHER
DATABASE
DATABASE
CONTENT
CONTENT
ICE
MS
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INTERNET
INTERNET WIRELESS DEVICES
WIRELESS DEVICES CLIENT/SERVER
CLIENT/SERVER
STUDENTS
STUDENTS LECTURERS
LECTURERS ADMIN.
ADMIN. OTHERS
OTHERS

13. MMU: Preparing students for lifelong learning
GLOBALISATION
GLOBALISATION
LEARNING
LEARNING
ORGANISATION
ORGANISATION
KNOWLEDGE
KNOWLEDGE
ECONOMY
ECONOMY
IMPACT OF ICT
IMPACT OF ICT
KNOWLEDGER
KNOWLEDGER
WORKER
WORKER
COMPETITION
COMPETITION
Satellite-based Education
Satellite-based Education
E-Learning
E-Learning
Industrial Training
Industrial Training
Classroom Lectures
Classroom Lectures
LEARNING
LEARNING
SOCIETY
SOCIETY
LEARNING
LEARNING
COMMUNITIES
COMMUNITIES
LEARNING
LEARNING
FAMILIES
FAMILIES
LEARNING
LEARNING
INDIVIDUAL
INDIVIDUAL

14. Learning models will need to change
INDUSTRIAL AGE
INDUSTRIAL AGE
LEARNING MODEL
LEARNING MODEL
DIGITAL AGE
DIGITAL AGE
LEARNING MODEL
LEARNING MODEL
How do people learn in a digital environment?
How do people learn in a digital environment?
Is e-learning effective?
Is e-learning effective?
Are learners ready?
Are learners ready?
New learning model are needed
New learning model are needed

15. Traditional & E-learning Approach
Traditional and E-learning approaches
Traditional and E-learning approaches
Traditional Classroom
Traditional Classroom E-Learning
E-Learning
Classroom
Classroom • Physical – limited size
Physical – limited size
• Synchronous
Synchronous
• Unlimited
Unlimited
• Anytime, anywhere
Anytime, anywhere
Content
Content •
PowerPoint/transparency/etc
PowerPoint/transparency/etc
• Textbooks/library
Textbooks/library
• Video
Video
• Collaboration
Collaboration
• Multimedia / simulation
Multimedia / simulation
• Digital library
Digital library
• On demand
On demand
• Syn & Asyn. Communication
Syn & Asyn. Communication
Personalisation
Personalisation • One learning path
One learning path • Learning path and pace
Learning path and pace
determined by learner
determined by learner

16. Delivery mode will change
Lack of facilities and
funding
Increase in tuition fee
Growing student population
Privatisation of
education
Cost effective solutions
(e.g. e-learning)
More virtual universities
Delivery Mode
Delivery Mode
100 : 0 (F/T)
100 : 0 (F/T)
80 : 20 (F/T)
80 : 20 (F/T)
20 : 80 (DE)
20 : 80 (DE)
BRIC
K
BRIC
K
CLICK
CLICK

17. Teaching aids will change
Blackboard
Blackboard OHP
OHP TV/VHS
TV/VHS
LCD
LCD
PC
PC
Whiteboard
Whiteboard

18. E-learning
E-learning
• In an on-line multimedia learning
In an on-line multimedia learning
environment:
environment:
– teaching & learning is ‘one-to-one’
teaching & learning is ‘one-to-one’ (individual)
(individual)
– more interactivity
more interactivity (in normal classroom, it varies with the
(in normal classroom, it varies with the
class size)
class size)
– learner-centred
learner-centred
– Learner monitoring & grading system
Learner monitoring & grading system

19. Benefits
Benefits
• Convenient
Convenient
– self-service
self-service (
(mix and match
mix and match)
)
– on-demand (
on-demand (anytime, anywhere
anytime, anywhere)
)
– private learning
private learning
– self-paced
self-paced
– Flexibility:
Flexibility: (modular package)
(modular package)

20. • Cost-effective
Cost-effective
– Virtual learning environment
Virtual learning environment
– Share lessons among schools
Share lessons among schools
– Reduce material cost
Reduce material cost
– Reduce travel/accommodation costs
Reduce travel/accommodation costs
Benefits
Benefits

21. Benefits
Benefits
• Consistent
Consistent
– Central control of content
Central control of content
– Same quality of content for all
Same quality of content for all
– Same quality of education for all
Same quality of education for all

22. Benefits
Benefits
• media-rich
media-rich
– Easier to understand & more engaging
Easier to understand & more engaging
• repeatable
repeatable
– As many times as you like
As many times as you like
• easier to monitor progress
easier to monitor progress
– less administrative work
less administrative work
– can be more precise
can be more precise

23. Teacher’s Obligation
incorporate
‘old’ &
‘new’
Lay
foundation
for
Lifelong
learning
Encourage
collaborative
learning
use all
available
technology
Teacher’s
Obligation

24. Building an e-learning culture
Learner:
Learner:
Self-directed
Self-directed
Self-motivated
Self-motivated
Self-regulating
Self-regulating
Lifelong learning
Lifelong learning
Teacher:
Teacher:
Develop knowledge & skills
Develop knowledge & skills
Understand learning and its need
Understand learning and its need
Facilitate learning
Facilitate learning
Create learning opportunities
Create learning opportunities
Administrator:
Administrator:
Create Learning environment
Create Learning environment
Provide ICT infrastructure
Provide ICT infrastructure
Resources for lifelong learning
Resources for lifelong learning
Building an
Building an
E-learning
E-learning
Culture
Culture

25. E-learning tools: E-mail
• Every teacher should have an e-mail account
• Communicate with students
• Communicate with parents
• Students can submit assignment
• Can have attachments
• Create a paperless environment
• Simple but effective
• Efficient and cost effective

26. E-learning tools: Chat
• Synchronous communication tool
• Communicate with students
• Communicate with parents
• More students participate
• Collaborative learning

27. E-learning tools: Online Forum
• Asynchronous discussion forum
• Teacher can create discussion groups
• Teacher could post a question and request students to comment
• Students can post their comments
• Can encourage community participation
• Collaborative learning can be fostered
• Feedback from diverse culture

28. E-learning Tools: Web
• Wide range of materials available
• Teacher will need to narrow down
• It is a resource centre
• Sharing of resources
• Supported by images, audio, simulation and multimedia

29. E-learning tools: Video Conference
• Can conduct a live lecture
• Communication with students
• Communication with parents
• Support by audio, chat and whiteboard
• Support sharing of applications
• Can be recorded and later be used for on demand lectures
• Demo…

30. Tools: Learning Management System (LMS)
• Management of content
• Tracking students
• Administrative features
• Integration with various tools such as chat, forum, e-mail, etc.
• Reporting
• Demo... of Multimedia Learning System (MMLS)

31. Where to start?
• Traditional
• Pen and paper
• Personal presentation
• MS Word
• Use Kid pictures
• Beginning
• Use MS Publisher
• Use MS Powerpoint
• Use creative writing
• Regularly access the Internet
• Students can navigate your Network
• Students frequently use a Digital Camera
• Evolving
• I.C.T. is formally taught to every student
• Students manage the school Internet
• Students and teachers use a wide range of CD ROM
• Student can craft web pages

32. Where to start?
• Consolidating
• School website is current and reflects school culture
• School website has educational value for students and the wider community
• Students can use multi media
• Advanced
• Teacher use the Intranet to display and initiate learning
• Teachers can design web pages
• Students submit learning using floppy, Network, Print format
• Use selected software to source knowledge
• Use the Internet to compliment learning outcomes
• Use of personal web pages to link to a variety of program
• e-learning / digital classroom
• Teacher use the Intranet to initiate and measure learning
• E Mail is a focal educational exchange medium
• Students are able to manage and produce digitally edited movies
• Multimedia visual literacy is a valued learning focus
• Teachers can comfortably use digital multimedia to enhance learning

33. Searching the Web

34. Objectives
1. Help you develop better Web search skills
o Use the right tools for finding various types of information
o Create good search strategies & queries
2. Provide tips on how to evaluate and critique information found on the
Web
o Guide for evaluating Web sites
o Identify misinformation on the Web
o Be more selective when choosing sources of information available on the Web

35. What is the Web?
•collection of graphical pages on the Internet that
can be read and interacted with by computer
•Consists of pages authored by reputable
publishers of information and “anyone with a
computer and a modem, requiring no editing or
checking for factual accuracy”
[From: Netlingo.com (
[From: Netlingo.com (
http://www.netlingo.com/lookup.cfm?term=Internet) & Anne P. Mintz,
) & Anne P. Mintz,
editor.
editor. Web of Deception: Misinformation on the Internet
Web of Deception: Misinformation on the Internet. Information
. Information
Today, Inc., 2002, p. xvii.]
Today, Inc., 2002, p. xvii.]

36. How do we find
relevant information on
the Web?

37. Web Search Tools
•Search engines
•Metasearch
engines
•Web subject
directories
•Library portals

38. Search Engines

39. Metasearch Engines

40. Web Subject Directories

41. Library Portals
• Librarians’ Index (LII)
• InfoMine (UCR)
• Power Reporting
• PoynterOnline’s Resource
Center
• Marquette University Library’s
subject index
• Library of Congress’ Federal
Research Division’s Country
Studies

42. Search Engine Myths
1) Search engines provide a comprehensive coverage of the
Web.
2) All search engines are created equal.
3) There is much overlap in search engine coverage.
4) If I can’t find it in Google, then it doesn’t exist on the Web.
5) A search engine’s index is always current.
6) Search engines automatically sort results by relevance.
7) If you found a Web page once using a search engine, you’ll
find it again.
[Chris Sherman and Gary Price. The Invisible Web: Uncovering Information Sources Search Engines
Can’t See. Information Today, Inc., 2001.]

43. Devise Search Strategy
DEFINE YOUR
QUESTION
SELECT
INFORMATION
SOURCE
FORMULATE
QUERY
PERFORM
SEARCH
RECORD RESULTS
& STRATEGY
EVALUATE
RESULTS

44. QUICK Web Search Tips
1. ALWAYS ask yourself where you would most likely find
type of information? Then go straight to the source.
2. Select most appropriate type of search vehicle
3. ALWAYS type more than one word in the query field
4. Remember to use advanced search features
5. Search for words that should be on a web page, not broad
keywords
6. Frustrated? Seek help. Contact a librarian.

45. Beyond Search Engines:
What is the Invisible Web?
“Text pages, files, or other often high-quality
authoritative information available via the World Wide
Web that general-purpose search engines cannot, due
to technical limitations, or will not, due to deliberate
choice, add to their indices of Web pages. Sometimes
also referred to as the ‘Deep Web’ or ‘dark matter.’ “
[Chris Sherman and Gary Price. The Invisible Web: Uncovering Information Sources
Search Engines Can’t See. Information Today, Inc., 2001, p. 57.]

46. Beyond Search Engines:
How to Find Content on the Invisible Web
• Pay attention to links found on Web sites
from Government agencies, academic
institutions, and other organizations
• Use industry gateways/portals
• Check resource links in library guides
• Build a favorites/bookmark list of Web
sites you find

47. Misinformation on the Web
• Beware of agenda-driven sites
• Opinions stated as fact can be
dangerous
• Errors get repeated in news sources
• Scrutinize methodology and source
of statistics – identify bias, if any
• Always question, compare and verify
Mintz, Anne P. (editor) Web of Deception: Misinformation on the Internet.
Information Today, Inc., 2002.

48. Evaluating Web Sites
•Know how to spot unreliable sites
•Check URL for clues
•Site sponsors: Is site bombarded with advertising?
•Is the site frequently linked to or reviewed?
•Use authoritative portals to check on sites
•Follow 5 Criteria for Evaluating Web sites

49. Web Site Evaluation Criteria
1) Accuracy
2) Authority
3) Objectivity
4) Currency
5) Coverage
[From Kapoun, Jim. “Teaching undergrads WEB evaluation: A guide for
[From Kapoun, Jim. “Teaching undergrads WEB evaluation: A guide for
library instruction.” C&RL News, July/Aug. 1998, v. 59, #7.
library instruction.” C&RL News, July/Aug. 1998, v. 59, #7.
http://www.ala.org/ala/acrl/acrlpubs/crlnews/backissues1998/julyaugust6/teachingu
ndergrads.htm
]
]

50. Evaluation Criteria #1
ACCURACY
• Who is the author of the site?
• Can you contact him/her?
• Are the author’s credentials listed?
• What’s the purpose of the document?
• Is the information presented as fact
accurate?

51. Evaluation Criteria #2
AUTHORITY
• Who is the publisher of the document?
• Publisher’s credentials?
• What’s the reputation of the publisher?
• Check URL domain.
• Are they experts in the field?

52. Evaluation Criteria #3
OBJECTIVITY
• What are the goals/objectives for the
page/site?
• How detailed is the information?
• What opinions (if any) are expressed by the
author?
• Is there an information bias?

53. Evaluation Criteria #4
CURRENCY
• When was the document produced?
• When was it updated?
• How up-to-date are its links?
• Are there dead links present?
• Does the information appear to be outdated?

54. Evaluation Criteria # 5
COVERAGE
• Are the links evaluated and do they
complement the subject of the document?
• Is the information presented cited correctly?
• Is there a fee to obtain the information or is it
free?

55. Ethics & the Web
• Copyright laws do apply to Web documents as much as
they apply to print documents
• Read a Web page’s copyright statements carefully – don’t
just click through it
• Follow copyright permission request instructions
• Use of material should always be credited and cited
accurately
• See CPA’s “Fair Publishing Practices Code” (revised May
2004)