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How University Students Use Claude
191–200 of 601 posts
Re: How University Students Use Claude
#192I think there's ways for teachers to embrace AI in teaching.
Let AI generate a short novel. The student is tasked to read it and criticize what's wrong with it. This requires focus and advanced reading comprehension.
Show 4 AI-generated code solutions. Let the student explain which one is best and why.
Show 10 AI-generated images and let art students analyze flaws.
And so on.
Re: How University Students Use Claude
#193> A common question is: “how much are students using AI to cheat?” That’s hard to answer, especially as we don’t know the specific educational context where each of Claude’s responses is being used. I built a popular product that helps teachers with this problem. Yes, it's "hard to answer", but let's be honest... it's a very very widespread problem. I've talked to hundreds of teachers about this and it's a ubiquitous…
When modern search became more available, a lot of people said there's no point of rote memorization as you can just do a Google search. That's more or less accepted today. Whenever we have a new technology there's a response "why do I need to learn X if I can always do Y", and more or less, it has proven true, although not immediately. For instance, I'm not too concerned about my child's ability to write very legibl…
This is how we end up with people who cant write legibly, cant smell bad maths (on the news/articles/ads), cant change tires, have no orienteering or sense of direction and memories like swiss cheese. Trust the oracle son. /s
I think all of the above do one thing brilliantly, built self confidence.
Its easy to get bullshitted if what youre able to hold in your head is effectively nothing.
Re: How University Students Use Claude
#194Earlier quoted context omitted.
> The irreducible answer to "why should I" is that it makes you ever-more-increasingly reliant on a teetering tower of fragile and interdependent supply chains furnished by for-profit companies who are all too eager to rake you over the coals to fulfill basic cognitive functions. Yes, but that horse has long ago left the barn. I don't know how to grow crops, build a house, tend livestock, make clothes, weld metal, bu…
This reply brings to mind the well-known Heinlein quote: A human being should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallan…
What an awful quote. Literally all progress we've made is due to ever increasing specialization.
Re: How University Students Use Claude
#195> A common question is: “how much are students using AI to cheat?” That’s hard to answer, especially as we don’t know the specific educational context where each of Claude’s responses is being used. I built a popular product that helps teachers with this problem. Yes, it's "hard to answer", but let's be honest... it's a very very widespread problem. I've talked to hundreds of teachers about this and it's a ubiquitous…
In one way I'm glad I learned to code before LLM:s. It would be so hard to push through the learning now when you are just a click away from buildning the app with AI...
Re: How University Students Use Claude
#196Earlier quoted context omitted.
> The irreducible answer to "why should I" is that it makes you ever-more-increasingly reliant on a teetering tower of fragile and interdependent supply chains furnished by for-profit companies who are all too eager to rake you over the coals to fulfill basic cognitive functions. Yes, but that horse has long ago left the barn. I don't know how to grow crops, build a house, tend livestock, make clothes, weld metal, bu…
This reply brings to mind the well-known Heinlein quote: A human being should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallan…
It’s a quote from a character in Heinlein’s fiction. A human character with a lifespan of over a thousand years.
I too liked that quote and found it inspiring. Until I read the book, that is.
Re: How University Students Use Claude
#197Earlier quoted context omitted.
This is an insane take. The issue is that, when presented with a situation that requires writing legibly, spelling well, or reading a map, WITHOUT their AI assistants, they will fall apart. The AI becomes their brain, such that they cannot function without it. I'd never want to work with someone who is this reliant on technology.
Maybe 40 years ago there were programmers that would not work with anyone that use IDEs or automated memory management. When presented with a programming task that requires these things and you're WITHOUT your IDE or whatever, they will fall apart. Look, I agree with you, I'm just trying to articulate to someone why they should learn X if they believe an LLM could help them and "an LLM won't always be around" isn't a…
I think the risk isn't just that LLMs won't exist, but that they will fail at certain tasks that need to get done. Someone who is highly dependent on prompt engineering and doesn't understand any of the underlying concepts is going to have a bad time with problems they can't prompt their way out of.
This is something I see with other tools. Some people get highly dependent on things like advanced IDE features and don't care to learn how they actually work. That works fine most of the time but if they hit a subtle edge case they are dead in the water until someone else bails them out. In a complicated domain there are always edge cases out there waiting to throw a wrench in things.
Re: How University Students Use Claude
#198> A common question is: “how much are students using AI to cheat?” That’s hard to answer, especially as we don’t know the specific educational context where each of Claude’s responses is being used. I built a popular product that helps teachers with this problem. Yes, it's "hard to answer", but let's be honest... it's a very very widespread problem. I've talked to hundreds of teachers about this and it's a ubiquitous…
When modern search became more available, a lot of people said there's no point of rote memorization as you can just do a Google search. That's more or less accepted today. Whenever we have a new technology there's a response "why do I need to learn X if I can always do Y", and more or less, it has proven true, although not immediately. For instance, I'm not too concerned about my child's ability to write very legibl…
> When modern search became more available, a lot of people said there's no point of rote memorization as you can just do a Google search. That's more or less accepted today.
And those people are wrong, in a similar way to how it's wrong to say: "There's no point in having very much RAM, as you can just page to disk."
It's the cognitive equivalent of becoming morbidly obese (another popular decision in today's world).
Re: How University Students Use Claude
#199The writing is irrelevant. Who cares if students don't learn how to do it? Or if the magazines are all mostly generated a decade from now? All of that labor spent on writing wasn't really making economic sense. The problem with that take is this: it was never about the act of writing. What we lose, if we cut humans out of the equation, is writing as a proxy for what actually matters, which is thinking. You'll soon no…
I literally never write while thinking lol stop projecting this hard
Re: How University Students Use Claude
#200While recognizing the material downsides of education in the time of AI, I envy serious students who now have access to these systems. As an engineering undergrad at a research-focused institution a couple decades ago, I had a few classes taught by professors who appeared entirely uninterested in whether their students were comprehending the material or not. I would have given a lot for the ability to ask a modern frontier LLM to explain a concept to me in a different way when the original breezed-through, "obvious" approach didn't connect with me.