This paper presents a descriptive case study of a student-centered learning activity supported by generative AI. The activity, called the Programming Pair Workshop, focuses on peer learning and student interaction. The presentation describes the workshop format and the rationale behind it, based on an analysis of the assignment guidelines used by the Information Systems students for whom the activity is intended. In addition to the descriptive account of the learning activity, the paper shares experience-based teacher reflections and student perceptions. Key lessons learned highlight that the inclusion of generative AI lowers the threshold for peer-to-peer discussion and emphasizes the importance of clearly communicating the pedagogical rationale behind its implementation. Another interesting lesson is that the introduction of generative AI can also also have unintended negative effects on how students perceive a student-centered learning activity.