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A Student's Guide to Writing with ChatGPT

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323 points timbilt | 10 comments | 13 Nov 24 19:26 UTC | HN request time: 1.282s | source | bottom
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ratedgene ◴[13 Nov 24 20:32 UTC] No.42129665[source]▶
I was talking to a teacher today that works with me at length about the impact of AI LLM models are having now when considering student's attitude towards learning.

When I was young, I refused to learn geography because we had map applications. I could just look it up. I did the same for anything I could, offload the cognitive overhead to something better -- I think this is something we all do consciously or not.

That attitude seems to be the case for students now, "Why do I need to do this when an LLM can just do it better?"

This led us to the conclusion:

1. How do you construct challenges that AI can't solve? 2. What skills will humans need next?

We talked about "critical thinking", "creative problem solving", and "comprehension of complex systems" as the next step, but even when discussing this, how long will it be until more models or workflows catch up?

I think this should lead to a fundamental shift in how we work WITH AI in every facet of education. How can a human be a facilitator and shepherd of the workflows in such a way that can complement the model and grow the human?

I also think there should be more education around basic models and how they work as an introductory course to students of all ages, specifically around the trustworthiness of output from these models.

We'll need to rethink education and what we really desire from humans to figure out how this makes sense in the face of traditional rituals of education.

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1. brtkdotse ◴[13 Nov 24 20:40 UTC] No.42129742[source]▶
> I refused to learn geography because we had map applications

Which is ironic, because geography isn’t about memorizing maps

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2. mewpmewp2 ◴[13 Nov 24 20:42 UTC] No.42129759[source]▶
Some parts of it were though.
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3. tbihl ◴[13 Nov 24 20:54 UTC] No.42129900[source]▶
Almost all parts require it, but none are about it. That's how background knowledge works. If you can't get over the drudgery of learning scales and chords, you'll never learn music. The fact that many learners never understand this end goal is sad but doesn't invalidate the methodology needed to achieve the progression.
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4. Moru ◴[13 Nov 24 23:05 UTC] No.42131212[source]▶
Funny you should say that. In Sweden, to get good grades in English you have to learn lots of facts about UK, like population, name of kings and so on. What does that have to do with english? It's spoken in many other countries too. And those facts change, the answers weren't even up to date now...
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5. CuriouslyC ◴[13 Nov 24 23:14 UTC] No.42131274{3}[source]▶
> That's how background knowledge works. If you can't get over the drudgery of learning scales and chords, you'll never learn music.

Tell that to drummers

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6. 8note ◴[14 Nov 24 06:08 UTC] No.42133523{4}[source]▶
As a drummer, you need to learn your scales and chords. It still matters, and the way you interact with the music should be consistent with how the chords change, and where the melody is within the scale.

Your drumming will be "melodic" if you do so

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7. bobnamob ◴[14 Nov 24 06:36 UTC] No.42133648{5}[source]▶
Not mention tuned drums
8. brtkdotse ◴[14 Nov 24 08:00 UTC] No.42134017[source]▶
That’s odd. Outside of reading comprehension assignments I never had any fact memorization as part of any language course.

Perhaps they changed the curriculum since the 90s

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9. Moru ◴[14 Nov 24 08:50 UTC] No.42134277{3}[source]▶
Yes, I was very confused when daughter came home with some bad scores on a test and couldn't understand what she meant. I had to call the teacher to get an explanation that it wasn't history lesson, it was english lesson... Really weird is just not covering it.

Swedish schools gets a makeover every time we change government. It's one of those things they just have to "fix" when they get to power.

10. gg82 ◴[14 Nov 24 08:52 UTC] No.42134290{3}[source]▶
It would be interesting to test adults with the same tests that students were given. Plus some more esoteric knowledge. What they learned at school could then be compared to see new information that they learned after school... as well as information, skills that they didn't use after school. It may help focus learning on useful skills knowledge that people have learned... as well as information that they didn't learn in school that would be useful for them!