Reimagining Peer Feedback in Higher Education: The Role of Generative AI
by Omid Noroozi
Dr. Omid Noroozi is an Associate Professor of Technology-Enhanced Transformative Learning at Wageningen University and Research, the Netherlands. His research explores the intersection of educational technology, learning, and students’ transformative competence development in higher education. His current focus is on peer learning, peer feedback, and AI-driven feedback, investigating how AI can enhance peer feedback processes by making them more accessible, personalized, and efficient within collaborative learning environments.
Dr. Noroozi is an active contributor to the field, serving as a committee member of the Computer-Supported Collaborative Learning organization, Editor-in-Chief of the International Journal of Technology in Education (IJTE), and co-coordinator of the SIG ICT and Education at the Interuniversity Centre for Educational Sciences (ICO) in the Netherlands. Additionally, he is an Associate Editor of the Australian Journal of Educational Technology (AJET). He has co-edited multiple books, served on the editorial boards of leading peer-reviewed journals, and guest-edited several special issues in the field of educational research.
His talk will explore the power of peer feedback in higher education and how different feedback features (how feedback is provided) and feedback scope (what the feedback addresses) influence students’ engagement with and utilization of peer feedback. Specifically, he will discuss the need to reimagine peer feedback practices in higher education by examining how cognitive, affective, and metacognitive feedback features uniquely influence students’ feedback uptake behaviors—whether they accept, elaborate on, modify, or disregard feedback. Through the analysis of diverse case studies and empirical data, this presentation will uncover key patterns in both the provision and uptake of peer feedback within authentic educational settings, offering insights into how feedback can be made more impactful and meaningful for student learning. A key focus of this talk will be on the role of Generative AI (GenAI) in supporting and optimizing peer feedback processes. He will explore how AI-driven prompts can enhance students’ ability to provide and process peer feedback more effectively, fostering deeper engagement, reflection, and learning outcomes. The talk will also consider the opportunities and challenges of integrating GenAI in peer feedback environments and its implications for future educational practices.
Building Transformative Digital Health Competency and Capability through Education
by Martin Curley
Martin Curley is Professor of Innovation at Maynooth University and Director of the Digital Health Ecosystem at the Innovation Value Institute at Maynooth University, Ireland. Most recently Martin was Chief Information Officer and Director of Digital Transformation for Ireland’s National Health Service (HSE) and was founder of the National Digital Academy and is co-Director of a National MSc in Digital Health Transformation in Ireland. Immediately prior to this Martin was Senior Vice President at Mastercard and head of Global Digital Practice. Martin is chair of the UNGA Digital Health Symposium and has previously been Vice President, Senior Principal Engineer and Director of Intel Labs Europe as well as Global Director of IT Innovation at Intel Corporation.
He has also held engineering management positions at Philips and General Electronic. Martin has been identified as a top 10 global influential, inspiring and impactful health leader/educator by a number of international publications and was awarded European Chief Technology Officer of the year in 2015. He is author of eight books on Innovation, Digital and Entrepreneurship and has keynoted and led executive education across the world from Boston to Beijing and Sydney to Sao Paolo. He was awarded Irish National Digital Leader of the Year award in 2024 and the world Public Sector Innovation award with HSE in 2020.
Janet Lord
Talk title to be confirmed
Janet Lord is Head of Education for the faculty of Education at Manchester Metropolitan University, UK. Janet has worked as a social sciences teacher and a lecturer in higher education for many years, specialising in education studies, teacher education and the social sciences. She has a doctorate in education from the University of Manchester; her thesis concerned the development of identity in teachers. She also has experience in school governance and educational consultancy. Janet’s research and writing concerns pedagogy, leadership, school funding , student experience and the nature of critical spaces in education.
