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How University Students Use Claude

anthropic.com

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Re: How University Students Use Claude

#331

Post by moi2388 »

_tom_ wrote: post #321

No one seems to be talking about the fact that we need to change the definition of cheating. People's careers are going to be filled with AI. College needs to prepare them for that reality, not to get jobs that are now extinct. If they are never going to have to program without AI, what's the point in teaching them to do it? It's like expecting them to do arithmetic by hand. No one does. For every class, teachers nee…

Indeed. The problem however, is that they write papers with AI (and will also do so when working for a company), but it’s riddled with falsehoods.

So you make them take exams in-class, and you check their papers for mistakes and irresponsible AI use and punish this severely.

But actually using AI ought not to be punished.

Re: How University Students Use Claude

#332

Post by hackyhacky »

CyLith wrote: post #281
hackyhacky wrote: post #70

Earlier 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…

Speak for yourself. Some of us see the difficulty in sustaining and maintaining this fragile technology stack and have decided to do something about it. I may not be able to do all those things but it is worth learning, since there really is no downside for someone who enjoys learning. I am tackling farming and cpu design at the moment and it is tremendously fun.

Good for you, I guess, but your hobbyist interest in farming is not an argument against using AI. The point of my comment is that the our technology stack is already large enough that adding one more layer is not going to make a difference.

Re: How University Students Use Claude

#333

Post by globnomulous »

bko wrote: post #35
dtnewman wrote: post #14

> 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.

It absolutely isn't.

Re: How University Students Use Claude

#334

Post by MikeTheGreat »

dvngnt_ wrote: post #10
tmpz22 wrote: post #8

Earlier quoted context omitted.

Direct quote I heard from an undergrad taking statistics: "Snapchat AI couldn't get it right so I skipped the assignment"

back in my day we used snap to send spicy photos now they're using AI to cheat on homework. im not sure what's worse

Well, I can tell you for sure which one's better :)

Re: How University Students Use Claude

#335

Post by nneonneo »

_tom_ wrote: post #321

No one seems to be talking about the fact that we need to change the definition of cheating. People's careers are going to be filled with AI. College needs to prepare them for that reality, not to get jobs that are now extinct. If they are never going to have to program without AI, what's the point in teaching them to do it? It's like expecting them to do arithmetic by hand. No one does. For every class, teachers nee…

That's brilliant!

I mean, arithmetic is the same way, right? Nobody should do the arithmetic by hand, as you say. Kindergarten teachers really ought to just hand their kids calculators, tell them they should push these buttons like this, and write down the answers. No need to teach them how to do routine arithmetics like 3+4 when a calculator can do it for them.

Re: How University Students Use Claude

#336

Post by aprilthird2021 »

dylan604 wrote: post #214
bko wrote: post #35

Earlier quoted context omitted.

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…

> For instance, I'm not too concerned about my child's ability to write very legibly (most writing is done on computers), spell very well (spell check keeps us professional), reading a map to get around (GPS), etc I don't know. I really feel like the auto-correct features are out to get me. So many times I want to say "in" yet it gets corrected to "on", or vice-versa. I also feel like it does the same to me with they…

It will also open you up to getting advertisements shoved up your intestines if you can't spell, or form basic sentences without machine assistance.

Imagine always having Tex autocorrect to Texaco

Re: How University Students Use Claude

#337

Post by smrxx »

I want to take an exception to the term cheat. Because it is only cheating the student in the end. I didn’t learn my times tables in elementary school. Sure, I can work out the answer to any multiplication problem, but that’s the point, I have to work it out. This slows me down compared to others who learned the patterns, where they can do the multiplication in their fast automatic cognitive system and possibly the downstream processing for what they need the multiplication for. I have to think through the problem. I only cheated myself.

Re: How University Students Use Claude

#338

Post by aprilthird2021 »

_tom_ wrote: post #321

No one seems to be talking about the fact that we need to change the definition of cheating. People's careers are going to be filled with AI. College needs to prepare them for that reality, not to get jobs that are now extinct. If they are never going to have to program without AI, what's the point in teaching them to do it? It's like expecting them to do arithmetic by hand. No one does. For every class, teachers nee…

> It's like expecting them to do arithmetic by hand. No one does.

Don't all children learn by doing arithmetic by hand first?

Re: How University Students Use Claude

#339

Post by aprilthird2021 »

zebomon wrote: post #83

The 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…

What we lose if we cut humans out of the equation is the soul and heart of reflection, creativity, drama, comedy, etc.

All those have, at the base of them, the experience of being human, something an LLM does not and will never have.

Re: How University Students Use Claude

#340

Post by hackyhacky »

motorest wrote: post #303
hackyhacky wrote: post #107

Earlier quoted context omitted.

> IMO it's quite different than using a calculator or any other tool. It can currently completely replace the human in the loop, whereas with other tools they are generally just a step in the process. The (as yet unproven) argument for the use of AIs is that using AI to solve simpler problems allows us humans to focus on the big picture, in the same way that letting a calculator solve arithmetic gives us flexibility…

> No one knows if that's true. We're running a grand experiment: the next generation will either surpass us in grand fashion using tools that we couldn't imagine, or will collapse into a puddle of ignorant consumerism, a la Wall-E. I believe there is some truth to it. When you automated away some time-consuming tasks, your time and focus is shifted elsewhere. For example, washing clothes is no longer a major concern…

> The bulk of the people in this thread should be disproportionally inclined to be self-motivated and self-taught in multiple domains, and having this sort of feature available makes worlds of difference

I agree that AI could be an enormous educational aid to those who want to learn. The problem is that if any human task can be performed by a computer, there is very little incentive to learn anything. I imagine that a minority of people will learn stuff as a hobby, much in the way that people today write poetry or develop film for fun; but without an economic incentive to learn a skill or trade, having a personal Socratic teacher will be a benefit lost on the majority of people.

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