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The Learning Sciences & Emergent Technologies (LSET) Hub is a collaborative of departments and centers across the University of Pittsburgh campus. Its aim is to organize people and resources to develop, refine, and scale learning-sciences-infused uses of emergent technologies for teaching and learning.
Much of this work is currently focused on the higher education context, but the Hub is actively broadening engagement to include regional K-12 schools and non-profit organizations. The goal is to create a community of practice focused on the impact of Gen AI on teaching and learning.
The LSET Hub News is an occasional newsletter that offers resources on the educational use of AI. It is edited by Hub members Elizabeth S. Rangel and Walter Schneider. Please share with others; sign up here to receive the LSET Hub news directly.
Questions, comments, or submssions? Email LSETHub@pitt.edu.
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Co-Designing Teaching for a Gen AI World
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Pitt AI Power Up
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Comparative Table of Gemini AI Offerings
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HAIL AI Teaching Field Notes
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The Prompt: Resources for Teaching
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Recent Publications from LSET Faculty
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On April 22, 2026, the LSET Hub will host "Co-Designing Teaching for a Gen AI World, Together." The convening will bring together Pitt educators, learning scientists and leaders from local high schools and non-profit organizations to test solutions to pressing problems of practice. More than 130 people and 15 local school districts have signed up, underscoring the strong interest across the region in the opportunities and challenges that Generative AI presents for teaching and learning. Registration is currently closed.
Over the next six months, the Hub will serve as an incubator of responsive and effective practices. Visit this site for more on the goals of the meeting and read an interview with LSET Co-Chair Jennifer Iriti in the University Times. General information on the LSET Hub and resources can be found on their website.
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Pitt AI PowerUP is a free course, open to Pitt staff, students, and faculty. The course offers three to ten hour-long sessions on practical topics such as Literature Search, Grant Writing, Data Science (see image below for all modules). Just one hour per topic can yield immediate productivity gains.
View 5-minute video course introduction.
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Start Date: April 13. Interested applicants for module one will be accepted until April 25.
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Modules: 3–10 hour-long sessions depending on your needs.
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Register here.
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Gemini offers a number of modes (Flash-light, Thinking, Deep Research) as well as a number of versions (2.5, 3.0, 3.1).
New offerings provided by Google that are included in the Pitt University Standard (free to Pitt students staff and faculty) are a major upgrade in quality. In these new offerings, hallucination rates drop from 88% to less than 5% in Thinking mode and less than 0.3% in Deep Research mode. However, the Flash-light mode continues to produce high hallucination rates.
The AI offerings are improving by the week. Students, staff and faculty should have access to the best available options to do effective AI collaborative knowledge work.
Click here for a Comparative Table of Gemini AI Offerings.
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Welcome to The Prompt, a special online section of resources dedicated to informed, ethical use of teaching with generative AI created by the University Center for Teaching and Learning (UCTL). Access the Prompt resources here.
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Through AI Teaching Field Notes, the Hub for AI and Data Science Leadership (HAIL) hopes to build a growing collection of real teaching insights that help our community navigate the opportunities and challenges of AI in education. Access AI Teaching Field Notes here.
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Coelho, R., & McCollum, A. (2025). Illuminating socially distributed identity resources in student writing through artificial intelligence to support the design of culturally informed learning experiences. Discourse Processes.
Coelho, R., Cheng, J., Pea, R., Schunn, C., & Liu, J. (2025). Advancing quantum information science pre-college education: The case for learning sciences collaboration. e-print.
Coelho, R., Bjune, A., E., Ellingsen, S., Solheim, B., M., Thormodsæter, R., Wasson, B., & Cotner, S. (2025). A call for clarity: Biology students advocate for guidelines for the use of generative AI in higher education. (2025). Journal of Science Education and Technology.
Lesgold, A. (2026). AI in Higher Education: When It Supports Learning, and When It Undermines It. Medium.
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