If you remove the mention of AI from this post, the authors process and setup of the notice to students is absolutely mental. The intentions might be good, but damn if this isn’t a comically inept way to set up a kafkaesque nightmare rather than a place for actual learning. The defensive attitude doesn’t help either. Just the sheer energy that went into all the steps mentioned here, not invested in any even superficial attempt to perhaps adapt. That isn’t to “give into AI” or cheating, but if 50% of students break your rules, more rules and litigation about the rules are not the next step to take.
All these analogies are kind of tortured as they ignore the elephant in the room. The students want to be there to get their job getting paper. They aren’t there to learn.
If society offered some reward for lifting the weight while not enforcing how, forklifts would absolutely be used to lift weights.
The job-getting paper ceases to be meaningful if it no longer verifies competence. If it merely verifies the ability to prompt an LLM then nobody will pay a premium for people have it, and then nobody will pay to obtain one.
summarity · · focus · HN ↗
altruios · · focus · HN ↗
That some 50% are using the LLMs rather than spend effort learning is not a cause to remove the ban of LLMs in the classroom.
90% of the power of an LLM is being yourself competent enough to judge its outputs. Besides, do we really need more humans coding like LLMs?
MattGaiser · · focus · HN ↗
If society offered some reward for lifting the weight while not enforcing how, forklifts would absolutely be used to lift weights.
altruios · · focus · HN ↗
AndrewDucker · · focus · HN ↗