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Implications of AI to schools

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Re: Implications of AI to schools

#241

Post by muldvarp »

trauco wrote: post #3

This is the correct take. To contrast the Terance Tao piece from earlier ( https://news.ycombinator.com/item?id=46017972 ), AI research tools are increasingly useful if you're a competent researcher that can judge the output and detect BS. You can't, however, become a Terence Tao by asking AI to solve your homework. So, in learning environments we might not have an option but to open the floodgates to AI use, but aba…

> AI research tools are increasingly useful if you're a competent researcher that can judge the output and detect BS.

This assumes we even need more Terence Taos by the time these kids are old enough. AI has gone from being completely useless to solving challening math problems in less than 5 years. That trajectory doesn't give me much hope that education will matter at all in a few years.

Re: Implications of AI to schools

#242

Post by Borealid »

teekert wrote: post #226
ubj wrote: post #7

One of my students recently came to me with an interesting dilemma. His sister had written (without AI tools) an essay for another class, and her teacher told her that an "AI detection tool" had classified it as having been written by AI with "100% confidence". He was going to give her a zero on the assignment. Putting aside the ludicrous confidence score, the student's question was: how could his sister convince the…

Yeah, this, but also as an adult; When you are a non-native speaker and you use AI to make things more concise and correct. The detector will go off. People may find some wording "AI-ish" (even though I replaced em-dashes with commas and told it to "avoid American waiter-like enthusiasm"). My reaction is: Ok. you want my original? Which is much harder to read and uses 2x the amount of words? Fine. I mean, what is the…

Is it possible the same problems that cause you to write less-readable words also lead you to choose poor AI outputs?

If no, why not?

Personally I would rather read a human's output than their selection of machine outputs.

Re: Implications of AI to schools

#243

Post by nephihaha »

Most of what schools teach is either useless or toxic. They rarely teach practical skills. I would argue for getting people to use handwriting/cursive as a workaround for this issue. It would mean that if they did use AI then they would have to process some of the content mentally rather than just present it.

Re: Implications of AI to schools

#244

Post by nephihaha »

ubj wrote: post #7

One of my students recently came to me with an interesting dilemma. His sister had written (without AI tools) an essay for another class, and her teacher told her that an "AI detection tool" had classified it as having been written by AI with "100% confidence". He was going to give her a zero on the assignment. Putting aside the ludicrous confidence score, the student's question was: how could his sister convince the…

I've had the same problem online for years, when I translate something people presume I am using Google Translate (even though in one case said language isn't on Google Translate — I checked!)... Or got the answer off Wikipedia.

One of the funniest things was being accused of plagiarising Wikipedia, when I'd actually written most of the Wikipedia article on said subject. The irony... Wikipedia doesn't just use unpaid labour, it ends up undermining the people who wrote it.

Re: Implications of AI to schools

#245

Post by graemep »

yannyu wrote: post #71
TheAceOfHearts wrote: post #63

I think legacy schooling just needs to be reworked. Kids should be doing way more projects that demonstrate the integration of knowledge and skills, rather than focusing so much energy on testing and memorization. There's probably a small core of things that really must be fully integrated and memorized, but for everything else you should just give kids harder projects which they're expected to solve by leveraging al…

As much as I hated schooling, I do want to say that there are parts of learning that are simply hard. There are parts that you can build enthusiasm for with project work and prioritizing for engagement. But there are many things that people should learn that will require drudgery to learn and won't excite all people. Doing derivatives, learning the periodic table, basic language and alphabet skills, playing an instru…

> Doing derivatives

Not something everyone learns. My kids seemed to enjoy it. My older daughter learned quite a lot of algebra etc. by doing physics.

> learning the periodic table

You do not need to rote learn all of it, and you remember enough by learning about particular elements etc.

> basic language and alphabet skills

My kids learned to read through firstly reading with me (or others) so enjoying the story and learning words as we went and guessing words on flashcards. Then on to reading because they linked it.

Admittedly none of the above was in school, but my point is that its not intrinsic to learning.

> At some point in education with most fields, you will have to move beyond concepts and do some rote memorization and repetition of principles in order to get to higher level concepts.

Not a great deal and it does not feel like as much of a grind if you enjoy the subject and know where you are going.

Re: Implications of AI to schools

#246

Post by danielbln »

nephihaha wrote: post #243

Most of what schools teach is either useless or toxic. They rarely teach practical skills. I would argue for getting people to use handwriting/cursive as a workaround for this issue. It would mean that if they did use AI then they would have to process some of the content mentally rather than just present it.

Teenage me would be building the pen holding robot that same afternoon.

Re: Implications of AI to schools

#247

Post by lqet »

nephihaha wrote: post #243

Most of what schools teach is either useless or toxic. They rarely teach practical skills. I would argue for getting people to use handwriting/cursive as a workaround for this issue. It would mean that if they did use AI then they would have to process some of the content mentally rather than just present it.

> Most of what schools teach is either useless or toxic

You must have a pretty broad definition of useless / toxic if you think that reading, writing and basic math, but also geometry, calculus, linear algebra, probability theory, foreign languages, a broad overview of history, and basic competency in physics / electronics fall under these categories.

Sure, I learned a lot in school that turned out to be pretty useless for me (chemistry, basically anything I learned in PE, french), but I did not know that at the time and I am still grateful that I was being exposed to these topics. Some of my classmates developed successful careers from these early exposures.

Re: Implications of AI to schools

#248

Post by anoplus »

oblio wrote: post #218
disgruntledphd2 wrote: post #213

Earlier quoted context omitted.

> This is one of the very few places I think big tech in the US has done a great job. Coding interviews can be justifiably critiqued in many ways, but it's still a much better system than raw credentialization. Just so we're clear, the coding tests are in addition to credentialisation. I'll never forget when I worked at Big Tech (from Ireland) and I would constantly hear recruiters talk about the OK school list (basi…

If anything, it will get worse. There was a deficit of tech workers, from now on, there will be an excess. Which means that differentiators will be even more important.

The smaller the job market relative to candidates, the more the differentiators are both important and also meaningless to the actual job

Re: Implications of AI to schools

#249

Post by wartywhoa23 »

ubj wrote: post #7

One of my students recently came to me with an interesting dilemma. His sister had written (without AI tools) an essay for another class, and her teacher told her that an "AI detection tool" had classified it as having been written by AI with "100% confidence". He was going to give her a zero on the assignment. Putting aside the ludicrous confidence score, the student's question was: how could his sister convince the…

Welcome to the post-truth society so many were and are so eager to build.

Re: Implications of AI to schools

#250

Post by nicce »

11101010001100 wrote: post #102

As a teacher, I try to keep an open mind, but consistently I can find out in 5 minutes of talking to a student if they understand the material. I might just go all in for the oral exams.

Oral exams don't scale well if there are +100 students and a lot of assignments. The main pain point.
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