Learn of ASU-tested practices for running multimedia, AI supported peer review that raises engagement, builds AI literacy, and lightens grading. We’ll unpack a graduate Psychology model where students record narrated slide presentations, choose peers to review based on interest, and then submit a short reflection on how both peer and AI feedback changed their work. You’ll see how a transparent AI-use tier policy (what tools are allowed, where, and why) plus required citations keeps expectations clear and productive.
We’ll translate those practices into concrete moves you can adopt: a two-artifact workflow (video for authenticity + slide deck for fast grading/rubric checks), pre-peer AI/rubric self-assessment to improve first drafts, a reviewer-quality rubric to upgrade comments (specificity, timestamps, tone, actionability). A brief, demo (shown in Harmonize) maps each best practice to features like time-stamped in-video notes and Rubric Coach for student self-checks but we’ll also discuss how to accomplish these steps without Harmonize.
This webinar is sponsored by:
Speaker Bio
Catheryn Reardon, Ph.D.
Professor of Psychology and AI Strategist, Arizona State University
Catheryn Reardon is an Assistant Teaching Professor of Psychology and AI Strategist for the Psychology Digital Immersion Programs in the School of Social and Behavioral Sciences at ASU. She has dedicated her career to enhancing empathy in the online classroom, understanding its critical role in student engagement and persistence. Her research was published in the book, Instructor Social Presence: An Essential Tool for Online Student Engagement and Persistence in Higher Education. She was a contributor in the book Managing Online Learning: The Life Cycle of Successful Programs where she wrote the chapter titled “Engineers Welcome: Designing and Teaching STEM Online.” Her research portfolio also includes conference presentations focusing on humanizing online instruction, instructor social presence, and integrating generative AI in teaching.
As a former high school English teacher, she enjoys teaching writing-intensive courses, which brings a unique perspective to her instructional approach in the behavioral sciences. As an early adopter of digital learning methodologies, she has designed and developed numerous online courses that use emerging technologies to improve educational outcomes. She is particularly interested in how generative AI can personalize learning to make education more inclusive and effective. She also explores the power of science fiction as a creative and pedagogical tool, using it to help students critically examine the societal and psychological dimensions of artificial intelligence and the evolving relationship between humans and technology.
Marcus Popetz
CEO, Harmonize Learning
Marcus founded Harmonize Learning (AKA 42 Lines) 15 years ago and has worked in education technology for 20 years. Early on, he tried to become a highschool teacher but failed fast with a healthy respect for the day to day lives of instructors, their workloads and the importance of their role to society. He fled back into education technology with the intent to help instructors do their jobs more easily while supporting students and has been there ever since.
