Universiti Malaysia Pahang student feared drowned

KUANTAN: A Universiti Malaysia Pahang (UMP) student is missing and feared drowned after he was swept away by the current while bathing at the Bekelah waterfall near Gambang, today.

Ang Kent Chin, 21, had gone to the picnic area at 8am along with his fellow UMP students for a co-curriculum activity and reported missing at about 10.30am.

Pahang Fire and Rescue public relations officer Anuar Hassan said the department was informed of the incident shortly after and despatched a team to the scene.

They had to trek uphill for three hours to reach the spot, he said, adding that a search operation was now underway.  -- BERNAMA

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UM top among Malaysian universities

KUALA LUMPUR: Universiti Malaya (UM) reaffirmed its status as the premier university for the fourth year in a row as it achieved its best position in the QS Asian University Rankings 2012 in 35th overall and the first among all higher learning institutions in the country.

UM extended its domination as the top university in Malaysia since the first QS Asian University Rankings was introduced four years ago and has seen a steady improvement in rankings year by year.

"In this year's Asian rankings revealed by QS, UM achieved an overall score of 71.4 out of a possible 100 and ranked fourth for inbound and outbound student exchange.

"It was also ranked number one in Malaysia for academic reputation and employer reputation," said its vice-chancellor Tan Sri Dr Ghauth Jasmon in a statement today.

He said UM was also ranked number one for all faculty areas including Arts & Humanities, Engineering & Technology, Life Sciences & Medicine and Social Sciences & Management with the exception of Natural Sciences which saw UM being ranked in second place.

Ghauth said UM's research values were further reflected by the number of citations received at 17,520 and the university had produced a total of 9,161 papers from 2007 until 2011.

"We are delighted and honoured by this year's ranking as we have done our best to improve in all aspects, especially in bound and outbound student exchange," he said.

He said the ranking was the result of the outstanding work of UM's management, staff, students and efforts of its stakeholders and the Ministry of Higher Education in supporting its never-ending quest for excellence.

"In the overall picture, we are looking at the Asian rankings as the springboard to achieving our ultimate aim of being among the top 100 world- ranked universities in 2015," he added.

QS Asian University rankings represent the most extensive study of Asian institutions ever conducted with almost 500 universities assessed and include, among other things, responses to academic and employer surveys by QS. -- BERNAMA

Read more: UM top among Malaysian universities - Latest - New Straits Times http://www.nst.com.my/latest/um-top-among-malaysian-universities-1.89249##ixzz21mvUdr2s

PRO-REVOLUTION FOR EFFECTIVE TOOTH BRUSHING (USM)

PENANG, 1 Jun - Universiti Sains Malaysia (USM) has successfully produced a uniquely designed toothbrush that can help users learn the correct technique of brushing their teeth and help prevent the formation of cavities.

The innovation was the result of the collaboration between Assoc. Prof Dr. Tang Thean Hock, from the Advanced Medical and Dental Institute, USM and his co-researchers, Prof. Abdel Hamid Zaki Abdel Hamid and Dr. Ashfaq Akram.

Dr.Tang said the tooth brush, known as Pro-revolution is unique because the two brush surfaces form a 45 degree angle, in line with the recommendation of the Dentist Association for effective tooth brushing.

He said that other than being the first of its kind in this country, the brush surface is tapered thereby making this toothbrush superior to those currently in the market.

“The design is user-friendly as there are no complicated steps as to its use. It promotes the cleaning of the teeth without requiring the toothbrush head to be canted during brushing as would be required with the conventional toothbrush.

“The tapered shape improves interproximal cleaning without increasing gum irritation. It is very practical and can be used by everyone, including children,” he said at a press conference today, to introduce the product.

He added that based on his experience, dental problems such as caries, cavities and others are caused by incorrect techniques of dental care, including incorrect methods of brushing teeth..

“Most people do not know the correct method of brushing teeth and are not aware of the correct way to use a toothbrush. This is compounded by the fact that there are various techniques of using a toothbrush to ensure proper cleaning of the teeth.

“Pro-revolution is easy to use because the bristles in the toothbrush have three different heights to help users in brushing their teeth,” he said.

He stressed that the toothbrush can be used by children and helps to educate them from young about the correct method of brushing their teeth.

Dr. Tang also said that he and his team conducted a research on user satisfaction with regard to the product and the results showed 74 percent of the respondents said that it is better than the toothbrushes currently available in the market.

He added that research for this product, developed without any special allocations has been carried out in four countries, including Germany, Japan, Pakistan and Malaysia.

The unique toothbrush, which has been patented, won a gold medal at the 22^ndInternational Invention, Innovation and Technology (ITEX) exhibition at Kuala Lumpur recently.

Universiti Sains Malaysia: Leader in Bringing Sustainability to the Forefront in Malaysia

Abstract 

In 2009, Universiti Sains Malaysia was chosen over nine other universities in Malaysia as Malaysia’s Accelerated Program for Excellence University. This status enables the university enables an institution to receive special support and nurtured for world class standing.

Universiti Sains Malaysia chose sustainability as a platform to transform higher education for a new sustainable future. Sustainability applies to many disciplines, including economic development, environmental and natural resource management, food production, energy, socio-cultural dimensions and lifestyles engaged in a transdisciplinary mode of teaching. It is within this framework that Universiti Sains Malaysia focuses its vision of a sustainable tomorrow through promoting such values as equity, accessibility, availability, affordability and quality. Additionally, Universiti Sains Malaysia embraces the protection of the multiple ecosystems, the conservation and restoration of resources as well as the development of human and intellectual capital for this purpose.

Project Description

  Universiti Sains Malaysia (USM) was established in 1969. Since its beginning, USM has implemented a school system, as opposed to the traditional faculty system. What is unique about this system is that students can focus on a chosen area of study in a school and at the same time, they have the opportunity to explore other areas of study offered by another school. The interdisciplinary teaching approach ensures that USM, the first in the country to adopt this system, produce trained and multi-skilled graduates.
In 2007, USM was chosen as one of four research universities by the Ministry of Higher Education, elevating its status to the top of more than 100 public and private universities and colleges in Malaysia. In the same year, USM was rated as the only “excellent” or five star university in the Academic Reputation Survey conducted by the Malaysian Qualification Agency.
Other  universities in Malaysia had well-developed academic  and  research  programs on  sustainability long before USM, but USM is a  leader in  bringing  sustainability  into  the  forefront. Their “White Coffin” campaign (http://thewhitecoffin.usm.my/), originally targeted at getting rid of polystyrene containers on campuses, has now become the rallying call to achieve a sustainable campus by reducing consumption and waste.  The White Coffin campaign has inspired public and private universities to go green in Malaysia.
Since the launch of the White Coffin campaign in 2007, eight universities have emulated this plan. The Penang state government has also initiated USM’s green campaign to eliminate polystyrene foam containers and to reduce the use of plastic bags in government offices. Even the Consumers Association of Penang has cited USM in order to publicly pressure large events such as the Indian festival of Taipusam to go green. Each year, these national events generate a million pieces of polystyrene foam waste over a mere three days. As a result, the organizers of these events have committed to switch at least 10 percent of the disposable containers to be biodegradable and have “zero waste” as their long-term goal. Other activities being pursued on USM campus through the White Coffin campaign include reduce and recycling campaigns, environmental convocations emphasizing the sustainable development issue, participation in the global effort to combat global warming, and the Smart Energy Home campaign.
Furthermore, “sustainability” is now a buzzword on campus. Even obscure conferences or seminars have sustainability in the theme. In 2009, USM was selected as Malaysia’s Accelerated Program for Excellence (APEX) University. The APEX program seeks to propel a Malaysian university to become world-class within five years. In this journey, USM hopes to shift the focus beyond world rankings. USM commitment is to leverage research and teaching to benefit the community and the world-at-large, especially the 385 millions who survive on one dollar a day. Since the publication of their so-called “black book” (http://www.usm.my/my/apex%20download.asp) where USM laid out its vision on sustainability in higher education in Malaysia, other Malaysian universities have given the sustainable development agenda higher prominence. A top ranking official at the ministry of higher education reports that they now insist that universities seeking approval for courses must show how they have integrated sustainability into the curriculum. A survey at USM showed some 100 courses from across all fields claiming to have sustainability elements. There is also a trend of increasing the number of publications related to sustainability and climate change across the departments.

Project Results
Currently, USM has not given incentives to professors for output or work specifically based on sustainability nor provided special allocation for research on sustainability. It can be assumed that the university’s top management, especially the vice-chancellor and his four deputies, have done an excellent job selling their APEX University transformation plan to the faculty without compensation. In other words, many professors have bought into the idea of sustainability. According to its 2008 submission for APEX status, USM now needs to work on creating ownership across the whole spectrum or layers of the university, especially those at the lower levels of the organizational pyramid. In change management, change starts at the top, but real change happens at the bottom.
In late 2009, USM created the Centre for Global Sustainability Studies (CGSS), a think tank with responsibility for coordinating sustainability efforts on campus. The sustainability office, headed by a coordinator, is part of CGSS. In addition, the Healthy Campus office continues fostering the sustainability agenda of student groups as long as the efforts are within the framework of volunteerism. One ongoing effort is a proposal by a group of biology students to start an organic farm on campus. Another ongoing effort is a project to turn the engineering campus into a truly sustainable campus. Moreover, green  buildings  are a major goal on  the  agenda, especially  at  the  new  science  and  arts  park  called SAINSatUSM   about  10  minutes  away  from  the main campus in Penang. Many of the old buildings on the main campus are heritage buildings built by the British military when the site was a military camp and will be protected or restored according to appropriate conservation guidelines. A commitment has been made by the university to adopt the Green Building Index.

Additional Resources: Universiti Sains Malaysia, 2008, Transforming higher education for a sustainable tomorrow, http://www.usm.my/my/apex%20download.asp

ICIMU 2011 Fosters Research and Innovation on ICT

Putrajaya Sustainability and green living agenda have come to the forefront in many nations around the globe. The awareness in global climate change has prompted research and innovation in ICT, especially in the highly crucial area of data analysis. 
In line with the Malaysian governments aspirations with regards to green technology, the College of Information Technology (COIT), Universiti Tenaga Nasional (UNITEN) recently organised the 5th International Conference on Information Technology & Multimedia 2011 (ICIMu 2011). 

Dato Seri Prof. Mashkuri Yaacob, UNITEN Vice Chancellor, said that since its inception in 1998, ICIMu has become a platform for discourse excellence regarding ICT and multimedia technologies.In its 5th edition, ICIM 2011 has attracted more than 150 contributions from 24 countries. The research papers were reviewed by leading and international experts in the field and thus leading to a conference of exceptional quality with an acceptance rate of 50%, he added. With the theme Ubiquitous ICT for Sustainable and Green Living, ICIMu 2011 was privileged to have the presence of Prof. Dr. Richard Harris from Massey University, New Zealand. Prof. Dr. Richard Harris in his keynote, entitled ICT for Sustainable and Green Living, discussed the issues of sustainability and the need to make the planet greener by minimizing the use of non-renewable resources.

In addition, Dr Mohamed bin Awang Lah, (Chief Executive Officer, JARING Malaysia) and Prof. Dr. Rosni Abdullah (Dean, College of Computer Science, Universiti Sains Malaysia) in their keynotes also shared their vast experiences in their respective topics, Cloud Computing: Issues and Challenges and Innovating Green and Sustainable Services, respectively, with the participants.

 ICIMu 2011, which was officiated by Dr. Naimah Md Khalil, Director of Enforcement and Inspectorate, Ministry of Higher Education of Malaysia, has successfully achieved its objectives in bringing together academicians, entrepreneurs, business users and IT professionals to exchange ideas and to keep abreast with the latest developments in information technology and green technology towards better living. 
Source : Uniten

Make full use of ICT while adapting to changes

By : Calvin Yeo 

KUCHING: Graduates must make full use of the information communication technology to improve themselves while adapting to the changing environment.
Chief Minister Tan Sri Abdul Taib Mahmud said this would enable the creation of an excellent, quality and knowledgeable human capital that could help in realising the country’s vision of becoming an industrialised nation by 2020.
“The technology, economy and social development plays an important role in the country’s transformation.
“The graduates should feel blessed with the government policies, which have created many job and education opportunities,” he said at the 14th convocation of Sarawak Skills Development Centre (PPKS) and International College of Advanced Technology Sarawak (ICATS).

The text of his speech was read by Welfare, Women and Family Development Minister Datuk Fatimah Abdullah.

Taib said as the country progressed, the government had come up with many strategies to meet the demand for more job opportunities.

He said skilled graduates were much sought after now as the country needed more skilled workers to achieve industrialised nation status.

“The Sarawak Corridor of Renewable Energy (SCORE), which comprises various sectors, intends to attract foreign investment and to develop the state’s economy.

“It has attracted RM26.4bil of investment and so far, four international companies have sited their operations in SCORE,” he said, adding that SCORE had changed its surrounding landscape to one with ample infrastructure facilities.

He said SCORE would create more than one million job opportunities by 2030.

More than 400 graduates received their scrolls during the ceremony yesterday.

 Source : The Star Online

MELAKA: The state government received an allocation of RM50 million from the federal government to develop information, communication and technology (ICT) for a period of four years, from 2007 until March this year.

Chief Minister Datuk Seri Mohd Ali Rustam said through the allocation, four projects were implemented, namely broadband infrastructure in all the districts, an integrated network pilot project, a project to narrow the digital divide and fiber optic broadband infrastructure.

"The state government also allocated RM2.7 million for the projects to ensure ICT keeps advancing every year," he said in reply to Ab Rahaman Ab Karim (BN-Pantai Kundor) during the state assembly here today.

He said the progress of ICT in the state was measured in the aspects of skills, infrastructure and content in the form of basic computer training encompassing computer usage, internet surfing and social media usage.

Mohd Ali said as at Sept 2011, 94 training programmes had been organised, involving 3,165 participants.

He said 715 locations were proposed in 2011 for the installation of WiFi at hotspots dan hotzones for residents.

According to data issued by the Malaysian Communications and Multimedia Commission (MCMC), as at the second quarter of this year, 706 hotspots had been installed in the state.

He said the state government had also appointed Melaka ICT Holdings (MITCH) as a one-stop centre in the installation of the integrated telecommunication tower in the state.

Mohd Ali said there are 733 TM WiFi coverage areas throughout the state, most of which are located in Bandar Hilir with 294, and Ayer Keroh, with 166.

"The main criteria for the installation is supermarkets, business complexes, higher education institutions, tourist spots and transport centres," he said in reply to Chua Keng Hwa (BN-Bemban).

Mohd Ali said the consumer targets are professionals, officers, managers, business people, higher education students and domestic and foreign tourists. --BERNAMA

Sources :

News Straits Times Online

Information Technology Degree: 5 Jobs You Can Get With An It Degree

You've heard it all before: The Internet is booming, and with it the IT industry. However, all the hype doesn't necessarily tell you what you want to know: what kind of a future you will have with an information technology degree. Here are five jobs you can get with an IT degree.

Technical Support: Technical support personnel provide assistance with confusing or complicated technical systems. The customer might need help with their personal computer, or their business's computer network. Technical support's job is to diagnose the problem, usually over the phone or the Internet via an instant messenger program, and explain to the customer how to troubleshoot the problem step-by-step.

Because technical support personnel work remotely to diagnose and fix computer and software glitches, often with frustrated or irritable customers, they need to be highly qualified for the job. An information technology degree ensures that you know computer systems well enough to correctly diagnose the problem, saving time and further frustration on the customer's part.

Keep in mind that technical support personnel also need to be good with people. You will need patience for dealing with impatient, frustrated customers, as well as the ability to translate your technical knowledge into terms the average customer will understand.

Computer Programmer: Computer programmers need more computer skills and less people skills than technical support personnel, since most of their work is done with the computer alone. A computer programmer needs an information technology degree because he or she needs to be well versed in all aspects of modern computer technology, in particular the various programming languages that are currently used.

Technical Consultant: Because companies hire technical consultants on a contract basis, this job grants you the freedom of working for yourself. As an added bonus, consultants also generally command a high hourly rate.

As a technical consultant, companies will hire you to perform specific jobs, such as setting up or performing work on the company's computer network. In this capacity, an information technology degree will be invaluable, as it gives you credibility and makes companies feel confident about contracting your services.

Database Administrator: Many companies, especially large companies, require huge databases in order to manage and store all of their data. These companies usually have one or more database administrators on staff, or work with administrators on a contract basis. As a database administrator, an IT degree ensures that you are up-to-date on modern technology such as Oracle, SQL, and other similar platforms.

Information Technology Instructor: As long as there are plenty of IT jobs to go around, there will also be a demand for instructors. Getting your information technology degree also allows you to turn around and use it to teach other students who are interested in breaking into the industry.

An information technology degree opens up many doors. The IT industry is booming and the number of jobs is always increasing. The five jobs listed above are only the tip of the iceberg. Our society's dependence on computers and the Internet means job security for anyone with an IT degree, not to mention high salary potential. Be sure to look into the possibilities. Getting your information technology degree just might be the best thing for your career that you've ever done.

TELECENTRE FOR COMMUNITY DEVELOPMENT

Since the last five years of the 20^th century telecentres have emerged as responses to enhance access to Information and Communication Technologies (ICTs) and the Internet in places where individual access to ICTs is unavailable or unaffordable (Colle & Roman, 2001; Harris 2001). The rise of telecentres has emphasized reaching rural and poorer areas with ICTs and there is a growing interest in using telecentres in developing areas which can spread the cost of equipment and access among a larger number of users (Colle, 2000; Akst and Jensen, 2001).

Telecentres seem to have neither universal performance indicators nor a universally approved definition. But founded upon the assumption of increasing access to ICTs, telecentres have been developed to provide ICT services ranging from basic services such as Internet connectivity and e-mail to more specialized services such as telemedicine and e-learning. They operate within different types of environments and under various modalities such as public libraries, schools, post offices, local government facilities, churches and petrol stations (Cisler, 1998). One definition of telecentre is provided by Reilly & Gomez (2001) stating that telecentres are physical spaces that provide public access to information and communication technologies, notably the Internet, for educational,personal, social and economic development.

Telecentre initiatives are commonly motivated by sincere attempts to improve people’s lives by using ICTs, with an underlying belief in the potential for underdeveloped areas to develop faster through the access and use of information technology. According to a World Bank report (1998/1999) the principal purpose of telecentres is to bring forth development outcomes for the community it aims to serve. Providing access and related services to users are intermediary goals, but as long as development fails to occur then the telecentre fails to fulfil its primary purpose. This speaks for a widespread view of the telecentre as a catalyzing force in the community and that ICTs will enable poor, underserved communities to contribute more effectively to their own development, a hypothesis reported on by Colle (2000), Hunt (2001), Rothenberg-Aalami (2005) and Whyte (2000).

The telecentre network, telecentre.org (2007) argues that although telecentres are diverse in nature their shared values are to utilize technologies for development. ICTs are regarded as not only providing a connection between people, but also to act as a link in the chain of the development process where the ability to access and share information can lead to development benefits (Hudson, 1999).

But development assumptions and techno-centric attitudes where ICTs are regarded as positive tools for change are challenged; Gomez & Ospina (2002) and Warschauer (2002) assert that there is no simple recipe in how ICTs can meaningfully support human development or bring about necessary results.

 And while numerous telecentres struggle with viability, there is a need to learn from the shared experiences of telecentres in practice—of what works and what doesn’t work.

With prevailing visions of telecentres as tools for development there is a need for research on telecentres on the ground; on how telecentres are adopted in their local contexts and how telecentres can make a difference for the communities they are serving.

Linda Johansson Hedberg 

Advantages of Multimedia in the Classroom

• Motivation – This is important as we have learned that we must first engage the attention of our students before they are ready to learn.
• Learning styles addressed – Multimedia allows teachers to address various learning styles in the classroom. Students can see, hear, and imagine what things feel like as multimedia is used to bring a subject to life.
• Technology standards addressed – Technology is an important aspect of life today. Students must be ready to compete in a highly technological world.
• Access to limitless resources for teaching and learning – Teachers are no longer limited to textbooks as vast amounts of knowledge and teaching ideas may be explored.
• Student centered learning – Students will show accountability for learning when collaborative activities or project based learning is implemented through technology.
• One reason to implement multimedia into the classroom is because it is engaging. Multimedia allows us to make our lessons entertaining, therefore grabbing the attention of our students.
• The second reason is that it allows us to provide differentiated instruction. Having different ways to present information to our students allows teachers to meet the needs of all students.
• The third reason is that multimedia is a great way to make sure our lessons are organized. There are many tools that we can use to help organize our presentation, therefore making it easier to understand.
• The fourth reason is that we are exposing our students to the real world. Our students are going to be required to use multimedia in their jobs one day and by exposing them at an early age we are preparing them for the future.
• The last reason to use multimedia is that is can enhance concepts that are not as interesting as others. There are many ways that the web can turn a not so interesting topic into something the students are willing to learn.
• Students relate to visual interactions, especially if there is a game like atmosphere to the presentation. This method helps the students become more engaged in the project.
• Life long skills. Many of the skills required to participate in a multimedia project are the same used on a daily basis outside of school and in college.
• Higher level thinking skills. Multimedia projects can raise the level of understanding and application of a subject matter.
• Pictures speak a thousand words. ELL learners or learners with other disabilities can get a lot out of the project by possibly listening to part of the information while seeing a picture that relates to the words.
• Classroom management. Class web sites can provide “one stop shopping.” Handouts, assignments, rubrics can all be accessible to students whenever they may need further information. This is also handy for students to complete their work whenever it is convenient for them.
• 1. Motivation- Students find the use of multimedia very motivating and entertaining.
• Addresses multiple learning styles- Material is presented using various learning styles simultaneously. For example auditory and visual approaches.
• Improves Traditional Audio-Video Presentations- Audiences are more attentive to multimedia messages than traditional presentations done with slides or overhead transparencies.
• Increase in comprehension- Full interaction with the user which creates greater comprehension and higher level thinking skills.
• Preparation for the future- Exposing students to this type of presentation will prepare them to use and understand this type of technology in the future.
• It is a media that our students can relate to. Many of our students have Ipods. When we use them in the classroom then we get their attention and they are willing to work harder.
• Teachers are able to step back and be the facilitator while students are engaged in group projects.
• Helps to prepare the teacher. A quality multimedia presentation makes sure that preparation has been done a head of time so that class instruction will be organized, include a variety of learning types, and be relevant.
• Teaches skills that will help our students become life-long learners and prepared for the job force.
• Helps students to retain and increase the learning because they are engaged, using more than one sense, provides scaffolding, visuals, and higher order thinking.
• 1. For the student who is consistently absent (guidance, sickness, ISS, OSS), having multimedia presentations means that they can see the materials when they finally do get to class, thereby receiving the same opportunities for learning.
• Since multimedia presentations are relatively new, they replace antiquated materials that students today lose interest very quickly. This is great for mainstreamed classrooms. The students at all levels of the learning spectrum can identify and use information in a meaningful way to them.
• Educators can adapt the multimedia presentation for those students that may be physically challenged. Students with hearing impairments, or physical disabilities will be able to use the hardware adaptations necessary to succeed with the programs.
• Language barriers can be knocked down by using any of the language transition facilities, thereby allowing students to use their knowledge in their own language and then translate for the educator to understand or vice-versa.
• Multimedia presentations allow students to work at their own pace, teachers are able to implement IEPs more easily. Teaching assistants and non- teaching assistants can help differentiated during special tutoring time.
• Motivation: Today’s students need to be motivated to learn now more than ever before. Multi media incorporates learning with entertainment. For the most part, students just enjoy working on computers thereby making learning fun.
• Learning styles: Multi media addresses many different learning styles simultaneously. It is a built in way to differentiate instruction to meet the needs of many students.
• Drill and practice: Students enjoy practicing and studying much more when they can do so through a multi media game.
• Word Processing and Presentations: Final products are much cleaner and neater. It is also a much faster process than writing things out longhand.
• Exploration: The use of multi=media allows students to explore areas of interest. It is much easier to jump online to research a topic than to drag oneself to the library and read a book.

9 Benefits of Multi-Media Learning Technology

What is Multi-media?
Multi-media training uses computer technology to immerse learners into training content. Text, graphics, illustrations, photographic images, animation, full-motion video, narration, music and sound effects are used to create an engaging learning environment that can train employees consistently, economically and with better learning and retention.

How will Multi-media learning benefit your organization?

1. Reduced Learning Time
Multi-media courseware is an efficient way to deliver training content. Training content equivalent to a two-day traditional lecture can be delivered in as little as two hours using multi-media. More than 30 studies have found that multi-media training reduces learning time by 40 to 60 percent over traditional training methods. A major cost of training is the time employees are away from their work. Reduced training time means less time away from the job and lower training costs.

2. Instructional Consistency
Multi-media training programs instruct learners with the same material, presented in the same manner, from learner to learner. Each learner will receive the same consistent, technically correct message. Computer-based courseware does not have bad days or tire out at the end of a long day. Training content is delivered in a consistent, reliable manner that does not change in quality from class to class, instructor to instructor, or one company location to another.

3. Flexible Training Schedules
Multi-media training allows the presentation of quality training to an entire workforce, including shift, temporary and part-time workers. This training is especially suited to companies with a high staff turnover or those growing at a rapid pace. Multi-media training is available in the workplace 24 hours a day, seven days a week and can be delivered at a time that benefits both the learner and the company.

Multi-media training can be scheduled to fit employee or production schedules, eliminating production down-time. Flexible training delivery allows new employees to start training immediately, and existing employees to refresh their skills at any time. Employees will often take training courses before or after their normal shifts and management can make good use of unexpected quiet periods.

Hundreds of thousands of training dollars are saved by organizations that invest in the development of on demand multi-media courseware.

4. Increased Retention Levels and Motivation
Multi-media training allows the learner to be actively involved in the learning process. This interactivity reinforces the training content and helps the learner to retain the training message. Multi-media training enables the user to continually go back to it in order to reinforce messages rather than doing the training just once. The training itself can also be used as an ongoing reference tool.

Multi-media training provides a level of responsive feedback and individual involvement that has proven to be highly motivating. Courseware allows learners to focus their attention on the training content, reducing the potential for distraction.

Studies have shown that learners who listen to information will only recall 25% of that material. If they hear and see the material, they will remember 50%. However, learners who hear, see and interact with the material during the learning process will remember 75% of the material. Multi-media training allows learners to take greater control of their own learning process. Learners can move through courseware content at a comfortable pace.

5. Cater to Individual Learning Styles
Multi-media training allows learners, who typically have different abilities and knowledge levels, to control the pace and direction of their training. As learners discover new areas of interest and accomplishment, they become seekers of knowledge, not just recipients of instruction. It is not practical to provide that level of customization in traditional classroom training.

Traditional learning methods typically focus on one learning style at a time. By using graphics, audio, and interactive activities, multi-media training can fit a range of learning styles including visual, auditory and experiential. Multi-media training adapts itself to each student, provides realistic content and increases knowledge retention rates.

6. Testing of Learning Proficiency
Multi-media training programs use pre and post assessments as well as mastery and graded quizzes to demonstrate to the learner their level of proficiency in the training content. Quizzes help learners to know which areas they need to review. Tests can measure competency of the subject matter; computer-based testing allows for instant results to the learner; and data can be statistically analyzed as needed. Testing large numbers of employees can be done efficiently and cost effectively.

7. Low Cost Per Student
The upfront investment in multi-media courseware development will give your organization substantial reduction in employee training costs and employee training time. Multi-media training has a low cost per learner with lower delivery costs because the primary costs are in courseware design and production. The costs of replication, distribution and course delivery, which are recurring costs in traditional training, are reduced or eliminated with multi-media training. The ongoing costs of training are substantially reduced, and the cost per learner goes down with each additional learner.

8. On-the-job Safety and Health
Multi-media training allows learners to study potentially dangerous topics without risk. Interactive content lets learners see the results of their actions and become skilled at proper methods and procedures while learning how to work safely at their job. Training your employees to do the job right reduces waste, increases productivity and prevents incidents.

9. Training Records
A benefit of multi-media training is its ability to test and track the progress of the learner. Data such as the learner�s progress, time spent in the courseware, and test results can be tracked and monitored.

Overcoming the challenges of efficiency and productivity in the office is easy and rewarding through multi-media learning. By implementing an on-demand learning program, everyone benefits from flexible learning schedules, increased morale and lower training costs. And the peace of mind you�ll gain by having a record of accountability is a bonus you won�t want to do without. Guide your organization in the right direction, and commit to learning something new every day!

Invisible computing comes to Asia tech expo

KITCHEN HELPER: The robot Cooky at the SIGGRAPH Asia 2011 Exhibition in Hong Kong. Cooky, developed by Japan's Keio University, is designed to help the user cook various customized recipes. - AFP/Relaxnews

A robotic cook, a colouring book that comes to virtual life and movies that read your mind are some of the innovations on show at a cutting-edge computer technology exhibition in Hong Kong this week.

The first Asian edition of the SIGGRAPH expo of computer graphics, interactive technology and digital media brings together developers, distributors and resellers from around the world.

But while most of the conference is about business, some of the most interesting - and just plain bizarre - gadgets are not for sale.

The "emerging technologies" hall is where the real boffins from universities and research laboratories strut their stuff with prototypes fresh off the drawing board, in the name of science rather than profit.

Going invisible

Mark Billinghurst, director of the Human Interface Technology Laboratory at the University of Canterbury in New Zealand, said the research was breaking down the physical and mental barriers between humans and computers.

"What the emerging technologies show is how the technology can be used in different playful and artistic ways," he told AFP as the three-day expo in Hong Kong's convention centre opened on Dec 13.

"We're entering an era now of, I guess you would call it invisible computing, where I can interact with the real world like I normally would and the computer monitors what I'm doing and reacts automatically.

"No longer do we have this separation between the user and the computer like we had 20 or 30 years ago."

His colleagues' contribution to the exhibition includes a system that instantly turns pages from a child's colouring book into three-dimensional computer animation.

"That's really fun for children because they can easily colour and then they can see their colouring image come to life," Billinghurst said.

Similar "augmented reality" technology is already common in everyday life, from Nintendo's Wii game console to fighter pilots' heads-up displays.

Unlike virtual reality, which aims to replace the real world with a digital one, augmented reality seeks to enhance reality by seamlessly mixing it with computer-generated information and technology.

One of the simplest new prototypes on display at SIGGRAPH is a vibrating phone that allows users to tickle each other through the touchscreen.

"That's really fun because normally when you play with your friends at a remote distance you can't touch them or feel them, but with this you can have that physical contact," Billinghurst said.

Thought-controlled movies

Another highlight is a thought-controlled movie program that can respond to brain impulses. Depending on the electrical currents on the scalp, it can show more or less violence, for example.

"The movie adapts to your behaviour and shows you more of that content, so that's one way you can have a movie that responds to you," Billinghurst said.

Other innovations include polychrome paper that changes colour in response to the warmth of touch, a dress that turns transparent when the wearer's heartbeat increases, and three-dimensional, interactive wall-art.

"This is the type of thing that you might see in a Terminator movie," said Billinghurst, referring to a "telepresence" robot that sends tactile feedback about its surroundings via a vibrating belt worn around the controller's waist.

Its developers at Toyohashi University of Technology in Japan have given it the not-so-catchy name of NAVIgoid: Robot Navigation with Haptic Vision.

Co-developer Dzmitry Tsetserukou - a towering, bespectacled man from Belarus - wobbles backwards and forwards as he manoeuvres the robot with his body.

Wraparound dark glasses allow him to see images transmitted from the robot's "eyes", while the belt delivers sensory information about obstacles.

"Our body is the joystick and gives us feedback. It's very intuitive," he said.

Robots galore

The NAVIgoid is not the only device using a "human joystick" at the exhibition. Another is the Joyman, developed by French-based research centres to enhance navigation in virtual worlds by making it a full-body experience.

Other robots include Cooky, developed by Japan's Keio University and the University of Tokyo, which can cook dinner while the user takes a shower or watches TV - although they still have to chop the ingredients.

"This is just a simple robot so we still need to prepare the ingredients, but in the future everything will be done by a robot," said researcher Daisuke Sakamoto, who specialises in the interplay between humans and robots.

"Human-robot interaction technology is currently very poor. Our robot is showing that the concept behind this kind of interface is very important," he said. - AFP/Relaxnews.

Sources: The Star