LearnAI: Just-in-Time AI Co-Creation Across Disciplines at a University

• URL: http://arxiv.org/abs/2608.19164v1
• Date: Wed, 19 Aug 2026 17:44:54 GMT
• Title: LearnAI: Just-in-Time AI Co-Creation Across Disciplines at a University
• Abstract summary: This report presents the LearnAI Framework, a two-layer model for just-in-time AI co-creation piloted at a comprehensive teaching university.<n>The Wide-Exposure Layer embeds short presentations in existing courses to build AI awareness at scale, reaching students and faculty across 18 courses in five disciplines.<n>The Customized Co-Creation Layer provides opt-in, one-on-one sessions where clients work with trained undergraduate tutors through a 5-Stage Pedagogical Script.<n>Interviews with five clients and two tutors suggest a recurring change in how clients described AI use, shifting from treating AI as a passive answer machine to engaging
• Score: 2.980329026942995
• License: http://creativecommons.org/licenses/by/4.0/
• Abstract: As generative AI reshapes professional and educational practice, institutions face a challenge: how to support diverse learners, from non-coders to advanced students, in building confidence and practice with AI-supported problem solving. Most institutional responses bifurcate into conceptual workshops for general audiences or technical courses for computer science majors, leaving few spaces where mixed-ability learners can engage common AI tasks at levels matched to their prior experience. This experience report presents the LearnAI Framework, a two-layer model for just-in-time AI co-creation piloted at a comprehensive teaching university. The Wide-Exposure Layer embeds short presentations in existing courses to build AI awareness at scale, reaching students and faculty across 18 courses in five disciplines. The Customized Co-Creation Layer provides opt-in, one-on-one sessions where clients work with trained undergraduate tutors through a 5-Stage Pedagogical Script: Problem Framing, Tool-Task Mapping, Iterative Co-Prompting, Deployment and Verification, and Ethical Reflection. Over two semesters, 35 clients co-created 36 portfolio websites and over 20 deployed web applications. Interviews with five clients and two tutors suggest a recurring change in how clients described AI use, shifting from treating AI as a passive answer machine to engaging it as a collaborative tool under human direction. A small paired pre/post AI readiness dataset (N = 7) provides preliminary descriptive context, and tutor accounts document how the pedagogical script was enacted and adapted across client types. We report on boundary cases including clients who felt overwhelmed and respondents who deliberately rejected AI use. This paper contributes a practical, adoptable framework with initial evidence from a single institution.

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