Excellent article as usual! I am looking forward to hearing your talk at Trulaske on September 13th.
It really is quite silly to try to stop AI usage; the cat is already out of the bag. At a school i attend, Fall semester 2023 policy was basically "using AI is cheating". But the next semester in Spring 2024 the policy became "AI is here to stay and we're giving you instruction on how to use it properly and the pitfalls to look out for." It was a welcome change driven by great leadership that understands the nature of the world.
100% agree that the arms race is a game not worth playing. Much better to try and get at the root of why students don’t trust faculty to give them meaningful work and faculty don’t trust students to do meaningful work. That feels like a rich space for curiosity to do its magic.
I do wonder if there are places where the type of a priori assignments you mention still have a place in a classroom if correctly motivated. For example, I could imagine that just because an LLM can produce text that would reasonably pass for the product we would want, the cognitive process that a human would go through to get there could nonetheless still be valuable, even in the presence of other ways to get there.
Yes, I am thinking that helping students more with the "meta-cognition" in a priori assignment might be more important now. What are the steps that you will need to take, what are the inflection points, etc.
Excellent article as usual! I am looking forward to hearing your talk at Trulaske on September 13th.
It really is quite silly to try to stop AI usage; the cat is already out of the bag. At a school i attend, Fall semester 2023 policy was basically "using AI is cheating". But the next semester in Spring 2024 the policy became "AI is here to stay and we're giving you instruction on how to use it properly and the pitfalls to look out for." It was a welcome change driven by great leadership that understands the nature of the world.
Thanks Travis!
100% agree that the arms race is a game not worth playing. Much better to try and get at the root of why students don’t trust faculty to give them meaningful work and faculty don’t trust students to do meaningful work. That feels like a rich space for curiosity to do its magic.
I do wonder if there are places where the type of a priori assignments you mention still have a place in a classroom if correctly motivated. For example, I could imagine that just because an LLM can produce text that would reasonably pass for the product we would want, the cognitive process that a human would go through to get there could nonetheless still be valuable, even in the presence of other ways to get there.
Yes, I am thinking that helping students more with the "meta-cognition" in a priori assignment might be more important now. What are the steps that you will need to take, what are the inflection points, etc.