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Implications of AI to schools

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Re: Implications of AI to schools

#131

Post by respondo2134 »

cadamsdotcom wrote: post #123

AI can also generate questions of course. So it is feasible (in principle) to give every student a different exam! You’d use AI to generate lots of unique exams for your material, then ensure they’re all exactly the same difficulty (or extremely extremely close) by asking an LLM to reject any that are relatively too hard or too easy. Once you have generated enough individual exams, assign them to your students in you…

except (like it or not) students are in direct competition with each other. Unique assessments would be impossible to defend the first time a student claimed your "unfair" test cost them a job, scholarship or other competitive opportunity.

Re: Implications of AI to schools

#132

Post by bjt »

kingstnap wrote: post #67

Having had some experience teaching and designing labs and evaluating students in my opinion there is basically no problem that can't be solved with more instructor work. The problem is that the structure pushes for teaching productivity which basically directly opposes good pedagogy at this point in the optimization. Some specifics: 1. Multiple choice sucks. It's obvious that written response better evaluates studen…

> Written response needs TAs.

Can AI not grade written responses?

Re: Implications of AI to schools

#133

Post by GuinansEyebrows »

bad_haircut72 wrote: post #19
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…

Now imagine this but its a courtroom and you're facing 25 years

The legal system has never been so easy thanks to Cinco e-Trial!

https://www.youtube.com/watch?v=XL2RLTmqG4w

Re: Implications of AI to schools

#134

Post by GuinansEyebrows »

bilsbie wrote: post #80

I submitted this but why is there an xcancel link added to it?

besides the poor UX for unauthenticated users, i would rather not view ads from advertisers who still pay X for the access to my eyeballs (in the event i'm using a browser that doesn't block them to begin with).

Re: Implications of AI to schools

#135

Post by aprilthird2021 »

respondo2134 wrote: post #129
germinalphrase wrote: post #24

Earlier quoted context omitted.

Yes. When I was an educator, reviewing version history was an obvious way to clarify if/how much students plagiarized.

honest q: what would it look like from your perspective if someone worked in entirely different tools and then only moved their finished work to google docs at the end?

Shouldn't do that. Can make it clear at syllabus time that this will result in the paper being considered as AI-assisted

Re: Implications of AI to schools

#136

Post by aprilthird2021 »

HelloUsername wrote: post #52
neom wrote: post #17

Earlier quoted context omitted.

Doesn't google docs have fairly robust edit history? If I was a student these days I'd either record my screen of me doing my homework, or at least work in google docs and share the edit history.

This still leaves many options open for plagiarism (for example a second, seperate device)

Not really, document editors save every few moments. Someone cheating with AI assistance will not have a similar saved version pattern as someone writing and editing themselves. And if one did have the same pattern, it would defeat the purpose of cheating because it would take a similar amount of time to pull off

Re: Implications of AI to schools

#137

Post by wisty »

fuzzythinker wrote: post #98
FloorEgg wrote: post #84

Earlier quoted context omitted.

Write it in something like Google docs that tracks changes and then share the link with the revision history. If this is insufficient, then there are tools specifically for education contexts that track student writing process. Detecting the whole essay being copied and pasted from an outside source is trivial. Detecting artificial typing patterns is a little more tricky, but also feasible. These methods dramatically…

Thought it is a good idea at first, but can easily be defeated with typing out AI contents. One can add pauses/deletions/edits or true edits from joining ideas different AI outputs.

No, a genuine doc will have a drafting process. You'll edit and change weak parts, etc.

I guess you could use AI to guide this, at which point it's basically a research tool and grammar checker.

Re: Implications of AI to schools

#138

Post by aprilthird2021 »

fuzzythinker wrote: post #98
FloorEgg wrote: post #84

Earlier quoted context omitted.

Write it in something like Google docs that tracks changes and then share the link with the revision history. If this is insufficient, then there are tools specifically for education contexts that track student writing process. Detecting the whole essay being copied and pasted from an outside source is trivial. Detecting artificial typing patterns is a little more tricky, but also feasible. These methods dramatically…

Thought it is a good idea at first, but can easily be defeated with typing out AI contents. One can add pauses/deletions/edits or true edits from joining ideas different AI outputs.

Not really, also the timing of the saves won't reflect the expected work needing to be put in. Unless you are taking the same amount of time to feed in the AI output as a normal student used to actually write / edit the paper, at which point cheating is meaningless

Re: Implications of AI to schools

#139

Post by sothatsit »

oytis wrote: post #104
alexose wrote: post #93

Earlier quoted context omitted.

Absolutely. I'd love to see the same effect happen in the software industry. Keep the volume of output the same, but increase the quality.

> Keep the volume of output the same, but increase the quality. Effect of AI applied to coding is precisely the opposite though?

Code quality is still a culture and prioritisation issue more than a tool issue. You can absolutely write great code using AI.

AI code review has unquestionably increased the quality of my code by helping me find bugs before they make it to production.

AI coding tools give me speed to try out more options to land on a better solution. For example, I wrote a proxy, figured out problems with that approach, and so wrote a service that could accomplish the same thing instead. Being able to get more contact with reality, and seeing how solutions actually work before committing to them, gives you a lot of information to make better decisions.

But then you still need good practices like code review, maintaining coding standards, and good project management to really keep code quality high. AI doesn’t really change that.

Re: Implications of AI to schools

#140

Post by aprilthird2021 »

SunshineTheCat wrote: post #68

I think part of the reason AI is having such a negative effect on schools in particular is because of how many education processes are reliant on an archaic, broken way of "learning." So much of it is focused upon memorization and regurgitation of information (which AI is unmatched at doing). School is packed with inefficiency and busywork that is completely divorced from the way people learn on their own. In fact, i…

> So much of it is focused upon memorization and regurgitation of information (which AI is unmatched at doing).

No, lots of classes are focused on producing papers which aren't just memorization and regurgitation, but generative AI is king at... Generating text... So that class of work output is suspect now

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