Thread

1. a57721 · 1790407197 · focus · HN ↗

   I am teaching some math courses, and I see how LLMs disrupted all standard approaches, and I don't know what to do.

   I rely on written exams that are open book, but forbid any use of computers and smartphones in class.

   The university insists that homework can't be optional, but it lost its meaning. I've tried to explain to my students that it's in their interest to think about home assignments on their own, but the majority will obviously use gen AI, and it's such a waste of time to check and grade LLM output.

   I just had an experience where all students were given "sample problems" to try at home and prepare for the written test. Many of them just dumped the document into an LLM, asked it to produce some "exam guide", and showed up with that thing printed out, asking me during the test to explain what LLM output meant.

   It seems like the university also has many people pushing for AI use for everything, but I teach basic stuff where the goal is to make students think on their own and digest some fundamental ideas, LLMs can produce perfect solutions, but relying on them is pointless.

   1. xtiansimon · 1790434673 · focus · HN ↗

      > “…students were given "sample problems" to try at home….Many…just dumped the document into an LLM…”

      I think this development should make all educational programs reconsider the flip-model: homework at school and video lessons at home.

      Homework sucks. Learning should be at your own pace (play/pause/rewind).

      1. professorthread · 1790442962 · focus · HN ↗

         This is a nice idea, but if you follow the Carnegie model of the number of hours per week it takes to learn a subject per credit hour, which is estimated at something between 6-9 hours total including classtime and out-of-class study per week for a normal-semester 3 credit course, then you can't meet the amount of time students need to be exposed to lecture (explanations, demonstrations, derivations), to do the background readings which provide necessary context that can't always be adequately covered in lecture, and to practice the concepts and tools on their own.
      2. dprkh · 1790463392 · focus · HN ↗

         This. I am currently a university student and I wish I could practice in class and not at home.

         1. dghlsakjg · 1790463985 · focus · HN ↗

            Office hours, tutoring centres, and self formed study groups are all great options.

            1. dprkh · 1790464913 · focus · HN ↗

               For me it's about time management, not about getting math help. I am consistent at attending classes because it's mandatory, but not consistent at finding time to practice math every day. If I could practice during classes, I think that would help me.

               1. dghlsakjg · 1790468723 · focus · HN ↗

                  That’s an entirely different problem, and a hard one to solve. I would still suggest looking at the tutoring center or groups since there is time accountability there. If you don’t show up it is more consequential than skipping class from a personal point of view.
               2. Footprint0521 · 1790469085 · focus · HN ↗

                  Dude, hop on the Gemini student plan and try Gemini Notebook and Gemini Live. Live is a personal TA, Notebook literally podcasts the readings and what you need to learn

                  1. dprkh · 1790471275 · focus · HN ↗

                     I am not buying this. I use AI to check my work, but it is absolutely terrible at teaching or explaining.
      3. singpolyma3 · 1790464455 · focus · HN ↗

         That's a terrible model though. If someone is paying to be taught and you just hand them video lectures... We already have video lectures at home. Why would they pay you? What product are you meaningfully offering in that world?

         1. wffurr · 1790469260 · focus · HN ↗

            Tutoring, office hours, teaching assistants. One of the best classes I took was a "studio style" class where we would work on a project and occasionally the teacher or a TA would interrupt and give a brief lecture or demonstration based on a "teachable moment" that had occurred.
         2. Wool2662 · 1790504997 · focus · HN ↗

            You are selling a diploma. Some universities also sell some degree of attestation to the high resilience of their graduates. And of course the space to network. Good teaching is not on the list in my experience.

            In general university lectures are horrible (of course there are exceptions). The lecturures oftentimes are required to teach as a condition of research funds, so for many it's not a priority anyways. On top of that most couldn't care less if their teaching style is didactically sound at all.

            1. singpolyma3 · 1790522529 · focus · HN ↗

               Yes. You've described the problem very well
         3. xtiansimon · 1790687205 · focus · HN ↗

            ?? The model is to flip the roles, not to eliminate in-person teaching. The product is in-class homework and at home "lectures". I'm not saying this is appropriate for everything, but seems it would be useful for mathematics at some level.
      4. eviks · 1790503822 · focus · HN ↗

         Homework is learning at your own pace! You pick the time and place and pace

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