Dr. Marie-Luce Bourguet is regularly supervising student-staff co-creation projects.
Latest project is a student facing Learning Analytics Dashboard (LAD) student-staff co-creation project, which was presented at the Queen Mary Festival of Education 2023.
Together with colleague Dr. Maria Romero Gonzales (SEMS), she received in 2019 funding (£2000) from the Queen Mary Engineering School's International Centre for Teaching and learning (ICTL) to form transdisciplinary student-staff partnerships and work on the co-creation of immersive learning resources to teach Materials Science.
Related publications and presentations:
Romero-Gonzalez, M., Bourguet M.L. (2021) Computer and Materials Sciences convergence for the creation of technology-based learning resources and new curriculum development, the IEEE Frontiers in Education 2021 conference in Lincoln, USA, 13-16 October 2021.
Abstract—In this Innovative Practice work in progress paper, we discuss the convergence of two engineering disciplines (computer and materials sciences) for the co-creation of technology-based learning resources, achieved through transdisciplinary student-staff partnerships. The partnerships are made of producers (computer science students and staff) and clients (materials science students and staff) working together towards the creation of Augmented Reality (AR) and Virtual Reality (VR) interactive simulations that are made by students for students. The student-staff partnership was achieved through a careful balance of roles, knowledge, and experience. We achieved an equal partnership through mixing two very disparate disciplines that share little knowledge through the curriculum. We have observed multi-level benefits through the partnership: the student-producers develop technical and professional skills that allow them to competently address scientific and societal challenges. The student-clients acquire domain expertise needed to advise and guide the producers and manage projects. This is also a unique opportunity for staff since they experience learning from students, and the process during the development and testing of ideas can enhance their teaching practice and open new avenues for curriculum development.
Bourguet M.L., Ran, Y., Zhang, Y., Wang, X., Zhou, Z. and Romero-Gonzalez, M. (2020) Virtual and Augmented Reality for Teaching Materials Science: a Students as partners and as Producers Project, IEEE Int. Conf. on Engineering, Technology and Education (TALE2020), online, 8-11 December 2020.
Abstract—Two visualisation techniques have recently gained great momentum in education: virtual reality (VR) and augmented reality (AR). In materials science education, VR and AR are potentially very useful when teaching about a topic that is difficult to experience due to being abstract or invisible, or when availability of equipment and space is a limitation. In this paper, we describe a co-creation and multidisciplinary project between students and staff in two University departments for the design and prototyping of VR and AR simulations to teach materials science. The VR prototype is a virtual laboratory where the classic Rockwell hardness test can be experienced; and the AR prototype simulates the optical transmittance properties of some transparent materials.
Bourguet M.L., Romero-Gonzalez, M. (2020) A Student-Staff Co-Creation Project for Teaching Materials Science using Virtual and Augmented Reality, the 25th annual BCS INSPIRE conference, online, 16 July 2020.