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How University Students Use Claude

anthropic.com

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Re: How University Students Use Claude

#501

Post by vonneumannstan »

dwaltrip wrote: post #146
vonneumannstan wrote: post #122

Earlier quoted context omitted.

I am 100% certain people said the same thing about arithmetic and calculators and now mental arithmetic skill is nothing more than a curiosity.

I encourage you to reconsider. Mental math is essential for having strong numerical fluency, for estimation, and for reasoning about many systems. Those skills are incredibly useful for thinking critically about the world.

To a certain point. Basic arithmetic is important but the ability to calculate large square roots or multiply multi-digit numbers is not very relevant when you can trivially calculate them on your phone in seconds.

Re: How University Students Use Claude

#502

Post by xpe »

xpe wrote: post #498
ignoramous wrote: post #453

Earlier quoted context omitted.

> feel like Anthropic has an incentive to minimize how much students use LLMs to write their papers for them You're right. Quite incredibly, they also do the opposite, in that they hype-up / inflate the capability of their LLMs. For instance, they've categorised "summarisation" as "high-order thinking" ("Create", per Bloom's Taxonomy). It patently isn't. Comical they'd not only think so, but also publicly blog about…

> Bloom's taxonomy is a framework for categorizing educational goals, developed by a committee of educators chaired by Benjamin Bloom in 1956. ... In 2001, this taxonomy was revised, renaming and reordering the levels as Remember, Understand, Apply, Analyze, Evaluate, and Create. This domain focuses on intellectual skills and the development of critical thinking and problem-solving abilities. - Wikipedia This context…

Here is one key take-away, phrased as a question: when a student uses an LLM for "creation", are underlying aspects (understanding, application, analysis, and evaluation) part of the learning process?

Re: How University Students Use Claude

#503

Post by stuckinhell »

MisterTea wrote: post #487
stuckinhell wrote: post #481

Earlier quoted context omitted.

Won't the AI just replace the workers outright if they can do all that ?

That's my pint. If you cheat them you are easily replaced.

No I mean AI will replace EVERY worker in that industry

Re: How University Students Use Claude

#504

Post by bionhoward »

moojacob wrote: post #86

How can I, as a student, avoid hindering my learning with language models? I use Claude, a lot. I’ll upload the slides and ask questions. I’ve talked to Claude for hours trying to break down a problem. I think I’m learning more. But what I think might not be what’s happening. In one of my machine learning classes, cheating is a huge issue. People are using LMs to answer multiple choice questions on quizzes that are o…

IMHO yes you’re “losing neurons” and the obvious answer is to stop using Claude. The work you do with them benefits them more than it benefits you. You’re paying them to have conversations with a chatbot which has stricter copyright than you do. That means you’re agreeing to pay to train their bot to replace you in the job market. Does that sound like a good idea in the long term? Anthropic is an actual brain rape system, just like OpenAI, Grok, and all the rest, they cannot be trusted

Re: How University Students Use Claude

#505

Post by dyauspitr »

dysoco wrote: post #473
ryandrake wrote: post #82

Earlier quoted context omitted.

And if you're that one person out of 100,000 who is not using LLMs to do their homework, you are at a significant disadvantage on the grading curve.

My university solves this quite easily. There is no graded homework, the coursework is there only as a guide and practice for the exams. So you can absolutely use LLMs to help you with the exercises or to help understand something, however if you blindly get answers you will only be fooling yourself as you won't be able to pass the exams.

That’s how most schooling has already been in a lot of South and East Asia. If you don’t do your homework, you get punished in other ways, but it doesn’t have any impact on the overall grade, the grade solely depends on the final exam.

Re: How University Students Use Claude

#506

Post by vintermann »

Zanfa wrote: post #422
enjo wrote: post #297

Earlier quoted context omitted.

> it's literally "let me paste the assignment into ChatGPT and see what it spits out, change a few words and submit that". My wife is an accounting professor. For many years her battle was with students using Chegg and the like. They would submit roughly correct answers but because she would rotate the underlying numbers they would always be wrong in a provably cheating way. This made up 5-8% of her students. Now she…

ChatGPT is laughably terrible at double entry accounting. A few weeks ago I was trying to use it to figure out a reasonable way to structure accounts for a project given the different business requirements I had. It kept disappearing money when giving examples. Pointing it out didn’t help either, it just apologized and went on to make the same mistake in a different way.

You'd think accounting students would catch on.

Re: How University Students Use Claude

#507

Post by Workaccount2 »

sixpackpg wrote: post #232
srveale wrote: post #95

Earlier quoted context omitted.

IMO it's so easy to ChatGPT your homework that the whole education model needs to flip on its head. Some teachers already do something like this, it's called the "Flipped classroom" approach. Basically, a student's marks depend mostly (only?) on what they can do in a setting where AI is verifiably unavailable. It means less class time for instruction, but students have a tutor in their pocket anyway. I've also talked…

The education model at high school and undergrad uni has not changed in decades, I hope AI leads to a fundamental change. Homework being made easy by AI is a symptom of the real issues. Being taught by uni students who learned the curriculum last year, lecturers who only lecture due to obligation and haven't changed a slide in years. Lecturers who refuse to upload lecture recordings or slides. Just a few glaring issu…

I don't see a future that doesn't involve some form of AR glasses and individual tuned learning. Forget teachers, you will just don your learning glasses and have an AI that walks you through assignments and learning everyday.

That is if learning-to-become-a-contributing-member-of-society doesn't become obsolete anyway.

Re: How University Students Use Claude

#509

Post by Ray20 »

hackyhacky wrote: post #342
dankwizard wrote: post #326

Earlier quoted context omitted.

Your opinion is wild. Hmm, millions of humans are spending a bulk of their lives plugging away at numbers on a screen. We can replace this with an AI and free them up to do literally anything else. No, let's not do that. Keep being slow ineffective calculators and lay on your death bed feeling FULFILLED!

You're skipping over a critical step, which is that our society allocated resources based on the labor value that an individual provides. If we free up everyone to do anything, they're not providing labor any more, so they get no resources. In other words, society needs to change in big ways, and I don't know how or if it will do that.

>If we free up everyone to do anything

Not anything, but something useful. And in exchange for that useful they'll get resources (which will become more abundant).

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