ArchViz: Incorporating Project Based Learning in a MOOC Setting Through Learning eXtension Trajectories

In a Massive Open Online Course setting, the application of project-based learning (PBL) strategy becomes challenging due to the asynchronous nature of the learning process as well as the high diversity among learners. One possible solution is to support the learner diversity by identifying different learning paths possible and pointing learners towards these. 'Learning extension Trajectories' (LxTs) from the Learner-Centric MOOC (LCM) model has an assimilation activity to ensure that learning loop gets closed for the learner. The assimilation activity can be provided in the form of quizzes, learning artefact submission or any similar activity that will indicate learner movement through the pointed learning trajectory. In this paper, we present different trajectories provided by the instructor of a 3D animation skill development MOOC. We also focus on a project, where the product is a methodology to create an interactive architectural visualization. Preliminary user tests reveal that the users find the intervention useful.