Topic 1: Introduction to Teaching Design And Media Development Research
Today is a very important day for us because we will be going to learn about different types of educational technology in the Malaysian educational sector. The lecturers discussed the importance of educational technology in schools, colleges, and universities within five topics. The reflection of the five topics that have been able to gain knowledge on educational technology has been already listed below.
Firstly, we have learned about the teaching design and media development in Malaysian schools so that they can be able to improve the traditional school methods. I believe that teaching design and media development is increasing all the necessary requirements to enhance the traditional classes and all the essential requirements of teachers and instructors in the modern age as well. I learned that teaching is the process that attends to the needs, experiences, and feelings of the people and the intervention methods which can be learned beyond or given things.
I have observed that this teaching design and media development have some multimedia processes that can help us to understand the cognitive process of multimedia teaching rather than the traditional classes. The core parts of teaching design and media development are coherence, signaling, segmenting, modality and multimedia. I feel that these factors will help our teachers to teach subjects with modern technology to the students in the classroom. They will enjoy the class and the lessons will be format style rather than conversational styles (Sunaryo et al. 2021). I will make an action plan based on these key principles such as focusing on learning videos of teaching design for 5 or 6 minutes per day. I can make teaching models for practicing it so that I can be an expert teacher.
Firstly, we have learned about the teaching design and media development in Malaysian schools so that they can be able to improve the traditional school methods. I believe that teaching design and media development is increasing all the necessary requirements to enhance the traditional classes and all the essential requirements of teachers and instructors in the modern age as well. I learned that teaching is the process that attends to the needs, experiences, and feelings of the people and the intervention methods which can be learned beyond or given things.
I have observed that this teaching design and media development have some multimedia processes that can help us to understand the cognitive process of multimedia teaching rather than the traditional classes. The core parts of teaching design and media development are coherence, signaling, segmenting, modality and multimedia. I feel that these factors will help our teachers to teach subjects with modern technology to the students in the classroom. They will enjoy the class and the lessons will be format style rather than conversational styles (Sunaryo et al. 2021). I will make an action plan based on these key principles such as focusing on learning videos of teaching design for 5 or 6 minutes per day. I can make teaching models for practicing it so that I can be an expert teacher.
Topic 2: Teaching Design Model
Being a teacher it is my duty to enhance my traditional teaching style and I will follow some teaching models for upgrading my learning process in the classroom. I learned that teaching design models can offer guidelines for organizing appropriate pedagogical scenes for achieving goals. From my past experiences, it can be said that after the pandemic situation the education sector is transforming its style toward digital platforms. I think the teachers can follow information processing models, social interaction models, personal models, and behavior modification models for improving our learning style.
This chapter describes the essence and components involved in the design model and development of media or products for teaching, training and learning whether in the classroom, lectures, training or for individual learning online. The model that explains the above is a model called the Universal Design and Agile Development Model (Short). In English it is the Universal Design and Agile Development (UDin) model. The UDin or Rengkas Model is a comprehensive model for designing, developing, testing usability, implementing, evaluating the usefulness and modeling the impact or relationship of the learning process with any media, product, application or virtual immersive teaching and learning system. Conventional module development can also use this model.
This Concise Model or UDin is built to guide novice designers and developers using conventional models and non-iterative models or directly to agile or agile models that are systematically flexible. The Simple Model involves stakeholders in all phases and stages of the design. All phases and stages support the exploration and change of ideas as long as the process remains with the learning outcomes or products that have been determined and agreed upon together from the beginning.
This design and development method has been tested and modeled on more than 15 products using reliable test or measuring instruments with good validity. This is to ensure that product quality is not compromised in the transformation of obtaining a flexible solution. The model uses an engagement design and iterative triangulation validity method that has been in place for the past 20 years starting in 1999 and validated in 2020 and its testing continues to this day. At the design stage, five components are (i) values, (ii) content, (iii) learning theories, (iv) pedagogy or learning method and (v ) learning strategy is taken into account based on learning outcomes and assessment that is learning outcome & assessment (LOA). The learning outcomes meant here, drive development and assessment in the process of teaching and learning implementation. The Short Transformation Model or UDin begins with the System Development Model followed by the System Design and Development Model II, III, IV (Din, 2016; Din, 2017) and ends with the Short model or UDin model (Din 2018; Din, 2020)
This chapter describes the essence and components involved in the design model and development of media or products for teaching, training and learning whether in the classroom, lectures, training or for individual learning online. The model that explains the above is a model called the Universal Design and Agile Development Model (Short). In English it is the Universal Design and Agile Development (UDin) model. The UDin or Rengkas Model is a comprehensive model for designing, developing, testing usability, implementing, evaluating the usefulness and modeling the impact or relationship of the learning process with any media, product, application or virtual immersive teaching and learning system. Conventional module development can also use this model.
This Concise Model or UDin is built to guide novice designers and developers using conventional models and non-iterative models or directly to agile or agile models that are systematically flexible. The Simple Model involves stakeholders in all phases and stages of the design. All phases and stages support the exploration and change of ideas as long as the process remains with the learning outcomes or products that have been determined and agreed upon together from the beginning.
This design and development method has been tested and modeled on more than 15 products using reliable test or measuring instruments with good validity. This is to ensure that product quality is not compromised in the transformation of obtaining a flexible solution. The model uses an engagement design and iterative triangulation validity method that has been in place for the past 20 years starting in 1999 and validated in 2020 and its testing continues to this day. At the design stage, five components are (i) values, (ii) content, (iii) learning theories, (iv) pedagogy or learning method and (v ) learning strategy is taken into account based on learning outcomes and assessment that is learning outcome & assessment (LOA). The learning outcomes meant here, drive development and assessment in the process of teaching and learning implementation. The Short Transformation Model or UDin begins with the System Development Model followed by the System Design and Development Model II, III, IV (Din, 2016; Din, 2017) and ends with the Short model or UDin model (Din 2018; Din, 2020)
Topic 3: Learning Theory |
I have bought learning theories for improving my teaching knowledge and it will help to discuss perceiving the students, receiving process, and retaining the knowledge in educational organizations. While attending these educational technology sessions I have been able to gain knowledge on cognitive, behaviorism, constructivism, humanism as well as connections. These learning theories can involve transformative, experimental, and social applications in the learning process as well. I will follow the learning theory of Roberts et al. (2021), and cognitivism theory which will help me to gain knowledge on informational processors that can consider cognitive functions that will help me to stock all the relevant information about educational technology.
Ivan Pavlov
For his studies on classical conditioning, Ivan Pavlov (1849–1936) earned the Physiology Nobel Prize in 1904. In order to make dogs salivate when they hear a bell, he applied the idea of habituation. When a dog is given food as motivation, it succeeds in getting what it wants (saliva production). Dogs gradually learn to identify bells with food, and they will begin to salivate. Both general teaching and learning, as well as those who use technology, can benefit greatly from this idea of behaviour. However, this theory has some limitations because it simply explains cause-and-effect links and does not account for the learning of other components of complicated abilities.
BF Skinner
Operant conditioning, a change in behaviour that results from stimuli and responses, was defined by B. F. Skinner (1904–1990). According to Skinner, humans can modify their behaviour based on the positive and negative reinforcement they get. Pavlov's theory is different from operant conditioning theory in that operant conditioning theory starts with a response (behaviour), which is then reinforced with a stimulus (reinforcement - gift). This notion is generally used in computer-based instruction. When desired behaviours are displayed, they offer encouraging reinforcement. For instance, the software will offer feedback or images when a youngster satisfactorily completes a task or inquiry. This theory is used in both pieces of software created for this master's project.
Cognitivism Theory
According to this hypothesis, the human brain functions similarly to the processing centre of a computer or other electronic device. Bandura (1985) defined cognitive or cognition as a mental process that includes perception, thought, memory, and language and involves the receipt and exchange of information before it is stored, retrieved, and used. The information processing that takes place in the human brain and is not readily observable is highlighted by the cognitivism theory as internal variables (Bandura, 1985). Teachers must examine students' schema before they prepare and build a lesson. The degree to which students are able to organise and structure the previously acquired information will determine how successfully they are able to learn new information or knowledge. If there is a link between the previously learned material and the new material that will be processed, learning new material will be simple. According to the theory of cognitive learning, Yusuf (1998) outlined the following points that should be prioritised:
Ivan Pavlov
For his studies on classical conditioning, Ivan Pavlov (1849–1936) earned the Physiology Nobel Prize in 1904. In order to make dogs salivate when they hear a bell, he applied the idea of habituation. When a dog is given food as motivation, it succeeds in getting what it wants (saliva production). Dogs gradually learn to identify bells with food, and they will begin to salivate. Both general teaching and learning, as well as those who use technology, can benefit greatly from this idea of behaviour. However, this theory has some limitations because it simply explains cause-and-effect links and does not account for the learning of other components of complicated abilities.
BF Skinner
Operant conditioning, a change in behaviour that results from stimuli and responses, was defined by B. F. Skinner (1904–1990). According to Skinner, humans can modify their behaviour based on the positive and negative reinforcement they get. Pavlov's theory is different from operant conditioning theory in that operant conditioning theory starts with a response (behaviour), which is then reinforced with a stimulus (reinforcement - gift). This notion is generally used in computer-based instruction. When desired behaviours are displayed, they offer encouraging reinforcement. For instance, the software will offer feedback or images when a youngster satisfactorily completes a task or inquiry. This theory is used in both pieces of software created for this master's project.
Cognitivism Theory
According to this hypothesis, the human brain functions similarly to the processing centre of a computer or other electronic device. Bandura (1985) defined cognitive or cognition as a mental process that includes perception, thought, memory, and language and involves the receipt and exchange of information before it is stored, retrieved, and used. The information processing that takes place in the human brain and is not readily observable is highlighted by the cognitivism theory as internal variables (Bandura, 1985). Teachers must examine students' schema before they prepare and build a lesson. The degree to which students are able to organise and structure the previously acquired information will determine how successfully they are able to learn new information or knowledge. If there is a link between the previously learned material and the new material that will be processed, learning new material will be simple. According to the theory of cognitive learning, Yusuf (1998) outlined the following points that should be prioritised:
- How knowledge is organized and structured?
- Willingness to learn (mental readiness)
- Intuition
- Motivation or desire to learn
Topic 4: Learning Strategies
The learning strategy defines a specific way to organize for using an individual and particular sets that can collaborate other types of tasks efficiently and effectively in nonacademic settings. I believe that if I follow the learning strategies, I will be able to become a teacher who can teach students without having any confusion about multimedia teaching. For arranging learning strategies I want to know about the disability-related needs, and accessibility and refer all the things to the learning skills advisors. I have collected resources from Qu and Miao (2021), who illustrated flipped classrooms that integrate the learning strategies for me.
Active Learning (Manipulation/Observation)
Human nature causes them to interact with their surroundings. Then students will move the resources around, watch how the manipulation and intervention affect each other, and form conclusions based on their findings. For instance, imagine putting elementary school children on the football field after giving them a football. They won't have to sit through lectures, briefings, or discussions on kicking methods, throws, and other moves in order to continue playing. Although it may take longer to reach exceptional game play, from a practical standpoint, kids will eventually develop the necessary abilities through a process of trial and error. Preschool kids also have access to computers and other technology, like the i-Pad, which has a variety of instructional software. Instead than following instructions and following protocols to start interactions with computers, they would prefer to keep interacting and discover things on their own. In other words, active learning in which students develop skills and knowledge via experience is meaningful learning. To learn, a student must actively participate in carrying out a certain job. When students have the chance to engage in an active learning process, descriptions of concepts and theories are more meaningful.
Constructive Learning (Articulation/Reflective)
According to the activities mentioned earlier, active qualities are necessary but insufficient to promote meaningful learning. Students must think back on their experiences and observations from the active learning process as well as the learning process they through. Students will either make goals for what they need to learn or integrate their new information with what they already know through this process of reflection. They will then be able to create mental models that will describe the procedures they employ. The mind models of these pupils will develop into more complicated and mature ones as they gain more experience and reflect more. Students will be more effective in accomplishing the tasks they are given as a result.
Purposeful Learning (Reflective/Regulated)
Whatever we do in daily life is to achieve a goal. When students voluntarily try to achieve a cognitive goal, they make more effort to think and learn to achieve that goal. Technology has long helped teachers achieve their goals, but not for students. Then it is time to use technology to facilitate and support the process of students achieving their learning goals.
Authentic Learning (Complex/Contextual)
Oversimplifying a topic to make it easier for students to understand is a common error made by educators. As a result, while solving problems in real-world situations, pupils are unable to understand the context of a particular idea. The assignments made in authentic learning should resemble the work that students will complete in the actual world. This will make it simpler for them to later acquire the abilities they will need in the real world. Students gain concepts and knowledge as a process in traditional learning, but they are unable to connect that knowledge to the actual situation. So that students can further their knowledge and abilities, learning should be able to reflect the environment and real-world situations. For instance, when learning about photography, students could design real-world projects like creating a digital wedding album for a photography session of a wedding or graduation ceremony.
Cooperative Learning (Collaborative/Communicating)
Humans are social creatures who work in a learning and knowledge-building group by nature. They adjust each other's knowledge and talents to suit one other's needs. When students collaborate to complete a learning objective, cooperative learning is created, and this leads to meaningful learning. When students from different groups connect with one another to perform assignments collectively, collaborative learning occurs. Knowledge construction is a social activity that does not take place alone in cooperative and collaborative learning. Students will discover a variety of suitable learning strategies and helpful social skills that they can use in their daily lives when they join a community of knowledge builders.
Active Learning (Manipulation/Observation)
Human nature causes them to interact with their surroundings. Then students will move the resources around, watch how the manipulation and intervention affect each other, and form conclusions based on their findings. For instance, imagine putting elementary school children on the football field after giving them a football. They won't have to sit through lectures, briefings, or discussions on kicking methods, throws, and other moves in order to continue playing. Although it may take longer to reach exceptional game play, from a practical standpoint, kids will eventually develop the necessary abilities through a process of trial and error. Preschool kids also have access to computers and other technology, like the i-Pad, which has a variety of instructional software. Instead than following instructions and following protocols to start interactions with computers, they would prefer to keep interacting and discover things on their own. In other words, active learning in which students develop skills and knowledge via experience is meaningful learning. To learn, a student must actively participate in carrying out a certain job. When students have the chance to engage in an active learning process, descriptions of concepts and theories are more meaningful.
Constructive Learning (Articulation/Reflective)
According to the activities mentioned earlier, active qualities are necessary but insufficient to promote meaningful learning. Students must think back on their experiences and observations from the active learning process as well as the learning process they through. Students will either make goals for what they need to learn or integrate their new information with what they already know through this process of reflection. They will then be able to create mental models that will describe the procedures they employ. The mind models of these pupils will develop into more complicated and mature ones as they gain more experience and reflect more. Students will be more effective in accomplishing the tasks they are given as a result.
Purposeful Learning (Reflective/Regulated)
Whatever we do in daily life is to achieve a goal. When students voluntarily try to achieve a cognitive goal, they make more effort to think and learn to achieve that goal. Technology has long helped teachers achieve their goals, but not for students. Then it is time to use technology to facilitate and support the process of students achieving their learning goals.
Authentic Learning (Complex/Contextual)
Oversimplifying a topic to make it easier for students to understand is a common error made by educators. As a result, while solving problems in real-world situations, pupils are unable to understand the context of a particular idea. The assignments made in authentic learning should resemble the work that students will complete in the actual world. This will make it simpler for them to later acquire the abilities they will need in the real world. Students gain concepts and knowledge as a process in traditional learning, but they are unable to connect that knowledge to the actual situation. So that students can further their knowledge and abilities, learning should be able to reflect the environment and real-world situations. For instance, when learning about photography, students could design real-world projects like creating a digital wedding album for a photography session of a wedding or graduation ceremony.
Cooperative Learning (Collaborative/Communicating)
Humans are social creatures who work in a learning and knowledge-building group by nature. They adjust each other's knowledge and talents to suit one other's needs. When students collaborate to complete a learning objective, cooperative learning is created, and this leads to meaningful learning. When students from different groups connect with one another to perform assignments collectively, collaborative learning occurs. Knowledge construction is a social activity that does not take place alone in cooperative and collaborative learning. Students will discover a variety of suitable learning strategies and helpful social skills that they can use in their daily lives when they join a community of knowledge builders.
Topic 5: Teaching and Learning Methods
I have learned from the definition of learning and teaching methods that can be used to comprise all the necessary principles. These teaching and learning methods in educational technology have been used by the teachers for ensuring well effective student learning in the organizations. However, I have come to know that these strategies are very important based on the subject matter and this has been taught based on the nature of the learner. Juliani and Pasaribu (2021), have said that a student can gather all the relevant information about teaching and learning methods based on the available resources. I have followed this article for helping myself to achieve a multimedia teaching style in the classrooms.
Modular Learning Method.
The module-based learning approach is the best for computer-based instruction and learning. This is due to the fact that participants or students in computer classes or courses typically have a range of skill and experience levels, regardless of how precisely the prerequisites have been established. The difficulties that occur from this can be resolved via learning using this module. The module, in summary, is a collection of lesson plans that are organised for reference either individually, in groups, or in conjunction with the teacher's instruction to promote learning. A module is a fully developed and planned educational tool that may be used by individuals, groups, or teachers. By allowing students the flexibility and freedom to learn in accordance with their learning preferences and aptitudes, modular learning can facilitate the teaching and learning process. The modular approach has been extensively employed in business sectors, industry, and other educational institutions' professionalism or self-development training programmes. This approach can be used online, using a CD-ROM, or with printed modules. The use of this module is intriguing since it allows students or course participants to refer back to any discussion that they may have missed during training or in-person demonstrations or that they did not have enough time to fully understand. Therefore, using modules to implement reinforcement at home or at work is highly welcome. Meaningful learning can be achieved by using modules developed in accordance with theories like andragogy theory, minimalist theory, cognitive load theory, or social learning theory along with appropriate implementation strategies like active learning strategies, individual learning, or project-based learning. A good module should be built on a philosophy of teaching and learning to encourage self-learning, among other qualities. Additionally, effective modules are typically organised in a variety of ways to support flexible learning so that people can learn in accordance with their own schedules, comfort levels, and abilities. Modules can be coupled with other media and offer students the chance to learn through scheduled activities and practical approaches. An introduction to the module and the material in the following sub-modules should be included in addition to the qualities of a good module. Each module's introduction should provide information about the module's title and a list of the contents of the submodules it contains, as well as the duration of each submodule's implementation.
PoPeye Learning Method - Problem Oriented Project Method
When Aalborg University and Roskilde University were founded in Denmark in the 1970s, problem-oriented project methodology or pedagogy (PPBM) was already in use there (Dirckinck-Holmfeld. 2002). Currently, case-based learning methods and problem-based learning methods (PBM) can be compared to or equated with PPBM on a basic level (PBK). Both of these techniques have a long history of acceptance and use abroad. It is obvious that all of these approaches are based on constructivism's learning principles when evaluated along a single axis, but when the learning process is considered as a whole, there are significant variances. PBM starts with exercises, projects, or assignments that the teacher defines as problems that are taken straight from modules or textbooks. As a result, the PBM learning process is more closely tied than the PPBM learning process, which emphasises a more flexible learning process and is less dependent on problems that have been precisely determined by teachers, textbooks, or modules. Instead, students choose the problem as the basis of their project topic with the approval of the facilitator or project supervisor lecturer. The philosopher and educator Dewey served as an inspiration for Signaard (2000), who in Dirckinck-Holmfeld (2002) described the learning process as an energy-filled transformation that happens in the form of leaps and leaps. A student moves from an unknown and perplexing situation for some time to an obvious situation. Based on this parallel, a set of integrated didactic principles serve as the framework for a problem-oriented project-based learning environment. The PPBM approach involves a technique for formulating problems, a method for addressing them well, and a multidisciplinary, active, collaborative, and student-centered learning process. The PPBM approach was used to implement the computer coaching course for the master's programme in Computer Education during the 2001–2011 session. The formulation of an actual problem pertaining to the instruction and study of computing-related courses is demanded of the students. To accomplish this, they must conduct a SWOT analysis of the existing systems under study to determine their strengths, weaknesses, opportunities, and restrictions (Strengths, Weaknesses, Opportunity, and Threat). They then assess these challenges and, if appropriate, present them as projects with the support of their supervisors and other members. Students must go through numerous stages of research, such as surveys, interviews, document analysis, and other procedures, in order to comprehend and identify the issue. After gathering basic research data, students must create the issue, analyse it, and choose theories and solutions. In contrast to traditional learning, which places more emphasis on the manager, reference expert, or facilitator roles of the teacher, problem-based project pedagogy follows other concepts. Sometimes, while learning more difficult subjects like programming, they take on the role of tutors. At the end of the course, they also take on the role of evaluators, evaluating projects either formatively or summatively. This is so because learning through project-based pedagogy or methodologies is typically student-centered and focuses on active learning. Students must be more independent, proactive, and accountable for their own learning processes and outcomes, either individually or in groups, as part of this student-centered learning process. According to research conducted at the Universities of Technology Delft in the Netherlands and Roskilde in Denmark and presented in a series of seminars on Problem-Oriented Project Pedagogy at the University of Malaya between 2005 and 2007 by Associate Professor Dr. Soren Lundt, Renate Klaassen, and Toine Andernach, learning using this method can increase students' motivation, confidence, and self-satisfaction. This is a result of the fact that they have completed assignments involving problem-solving in groups or independently with the help of other students. These students can then start their discovery of new discoveries using the abilities they have developed to learn and pursue knowledge more successfully throughout their lives. They learn how to learn, develop self-directed learning capabilities, and improve their professional problem-solving abilities. Multidisciplinary problem-based project learning is used. As a result, even though the primary objective of a computer coaching course is to enhance the computer coaching process, the answer
Modular Learning Method.
The module-based learning approach is the best for computer-based instruction and learning. This is due to the fact that participants or students in computer classes or courses typically have a range of skill and experience levels, regardless of how precisely the prerequisites have been established. The difficulties that occur from this can be resolved via learning using this module. The module, in summary, is a collection of lesson plans that are organised for reference either individually, in groups, or in conjunction with the teacher's instruction to promote learning. A module is a fully developed and planned educational tool that may be used by individuals, groups, or teachers. By allowing students the flexibility and freedom to learn in accordance with their learning preferences and aptitudes, modular learning can facilitate the teaching and learning process. The modular approach has been extensively employed in business sectors, industry, and other educational institutions' professionalism or self-development training programmes. This approach can be used online, using a CD-ROM, or with printed modules. The use of this module is intriguing since it allows students or course participants to refer back to any discussion that they may have missed during training or in-person demonstrations or that they did not have enough time to fully understand. Therefore, using modules to implement reinforcement at home or at work is highly welcome. Meaningful learning can be achieved by using modules developed in accordance with theories like andragogy theory, minimalist theory, cognitive load theory, or social learning theory along with appropriate implementation strategies like active learning strategies, individual learning, or project-based learning. A good module should be built on a philosophy of teaching and learning to encourage self-learning, among other qualities. Additionally, effective modules are typically organised in a variety of ways to support flexible learning so that people can learn in accordance with their own schedules, comfort levels, and abilities. Modules can be coupled with other media and offer students the chance to learn through scheduled activities and practical approaches. An introduction to the module and the material in the following sub-modules should be included in addition to the qualities of a good module. Each module's introduction should provide information about the module's title and a list of the contents of the submodules it contains, as well as the duration of each submodule's implementation.
PoPeye Learning Method - Problem Oriented Project Method
When Aalborg University and Roskilde University were founded in Denmark in the 1970s, problem-oriented project methodology or pedagogy (PPBM) was already in use there (Dirckinck-Holmfeld. 2002). Currently, case-based learning methods and problem-based learning methods (PBM) can be compared to or equated with PPBM on a basic level (PBK). Both of these techniques have a long history of acceptance and use abroad. It is obvious that all of these approaches are based on constructivism's learning principles when evaluated along a single axis, but when the learning process is considered as a whole, there are significant variances. PBM starts with exercises, projects, or assignments that the teacher defines as problems that are taken straight from modules or textbooks. As a result, the PBM learning process is more closely tied than the PPBM learning process, which emphasises a more flexible learning process and is less dependent on problems that have been precisely determined by teachers, textbooks, or modules. Instead, students choose the problem as the basis of their project topic with the approval of the facilitator or project supervisor lecturer. The philosopher and educator Dewey served as an inspiration for Signaard (2000), who in Dirckinck-Holmfeld (2002) described the learning process as an energy-filled transformation that happens in the form of leaps and leaps. A student moves from an unknown and perplexing situation for some time to an obvious situation. Based on this parallel, a set of integrated didactic principles serve as the framework for a problem-oriented project-based learning environment. The PPBM approach involves a technique for formulating problems, a method for addressing them well, and a multidisciplinary, active, collaborative, and student-centered learning process. The PPBM approach was used to implement the computer coaching course for the master's programme in Computer Education during the 2001–2011 session. The formulation of an actual problem pertaining to the instruction and study of computing-related courses is demanded of the students. To accomplish this, they must conduct a SWOT analysis of the existing systems under study to determine their strengths, weaknesses, opportunities, and restrictions (Strengths, Weaknesses, Opportunity, and Threat). They then assess these challenges and, if appropriate, present them as projects with the support of their supervisors and other members. Students must go through numerous stages of research, such as surveys, interviews, document analysis, and other procedures, in order to comprehend and identify the issue. After gathering basic research data, students must create the issue, analyse it, and choose theories and solutions. In contrast to traditional learning, which places more emphasis on the manager, reference expert, or facilitator roles of the teacher, problem-based project pedagogy follows other concepts. Sometimes, while learning more difficult subjects like programming, they take on the role of tutors. At the end of the course, they also take on the role of evaluators, evaluating projects either formatively or summatively. This is so because learning through project-based pedagogy or methodologies is typically student-centered and focuses on active learning. Students must be more independent, proactive, and accountable for their own learning processes and outcomes, either individually or in groups, as part of this student-centered learning process. According to research conducted at the Universities of Technology Delft in the Netherlands and Roskilde in Denmark and presented in a series of seminars on Problem-Oriented Project Pedagogy at the University of Malaya between 2005 and 2007 by Associate Professor Dr. Soren Lundt, Renate Klaassen, and Toine Andernach, learning using this method can increase students' motivation, confidence, and self-satisfaction. This is a result of the fact that they have completed assignments involving problem-solving in groups or independently with the help of other students. These students can then start their discovery of new discoveries using the abilities they have developed to learn and pursue knowledge more successfully throughout their lives. They learn how to learn, develop self-directed learning capabilities, and improve their professional problem-solving abilities. Multidisciplinary problem-based project learning is used. As a result, even though the primary objective of a computer coaching course is to enhance the computer coaching process, the answer