Hacker News Board Hacker News, browsed like a classic message board
Live data from Hacker News

How University Students Use Claude

anthropic.com

Post reply on HN
Print view View original

571–580 of 601 posts

Re: How University Students Use Claude

#571

Post by DSingularity »

cellularmitosis wrote: post #319
DSingularity wrote: post #310

Earlier quoted context omitted.

This is now reality -- fighting to change the students is a losing battle. Besides in terms of normalizing grade distributions this is not that complicated to solve. Target the cheaters with pop quizzes. Prof can randomly choose 3 questions from assignments. If students cant get enough marks on 2/3 of them they are dealt a huge penalty. Students that actually work through the problems will have no problems with scori…

Why not just grade solely based on live performance? (quizzes and tests) Homework would still be assigned as a learning tool, but has no impact on your grade.

I think that’s a good idea too and effectively that is the same outcome when the quizzes shape the distribution.

Re: How University Students Use Claude

#572

Post by hackyhacky »

Ray20 wrote: post #565
hackyhacky wrote: post #514

Earlier quoted context omitted.

Huh? If AI can do any job cheaper and better than a person can, why would anyone hire a person? What "useful" skill could a person exchange for resources in an era when computers write code, drive cars, fight wars, and cook food?

But you answer your own question: the only situation in which it makes no sense to hire another person to satisfy a need is when that need has already been satisfied in another way. And if all needs are already satisfied... Why worry about work? The purpose of work is to satisfy needs. If needs are satisfied, there is no need for work.

You assume the everyone's needs are solved together. More likely is that the property owning class acquire AI robots to provide cheap labor; and everyone else doesn't.

Re: How University Students Use Claude

#573

Post by kobenni »

SkyBelow wrote: post #522
Stubbs wrote: post #365

Earlier quoted context omitted.

As someone already said, parents used to be concerned that kids wouldn't be able to solve maths problems without a calculator, and it's the same problem, but there's a difference between solving problems _with_ LLMs, and having LLMs solve it _for you_. I don't see the former as that much of a problem.

>As someone already said, parents used to be concerned that kids wouldn't be able to solve maths problems without a calculator Were they wrong? People who rely too much on a calculator don't develop strong math muscles that can be used in more advanced math. Identifying patterns in numbers and seeing when certain tricks can be used to solve a problem (verses when they just make a problem worse) is a skill that ends u…

Yes, they were wrong. Many young kids who are bad at mental calculations are later competent at higher mathematics and able to use it. I don't understand what patterns and tricks you're referring to, but if they are important for problems outside of mental calculations, then you can also learn about them by solving these problems directly.

Re: How University Students Use Claude

#574

Post by jplusequalt »

Ray20 wrote: post #564
jplusequalt wrote: post #542

Earlier quoted context omitted.

>something useful Where is the existing work these people would take up? If it doesn't exist yet, then how do you suppose people will support themselves in the meantime? What if the new work that is created pays less? Do you think people should just accept being made obsolete to take up lower paying jobs?

>Where is the existing work these people would take up? If it doesn't exist yet, then how do you suppose people will support themselves in the meantime? Everywhere in human society. "Jobs" is literally when you do something that someone needs, so that in exchange they do something that you need. And in human society, because of AI, neither people’s needs, nor the ability to satisfy them, nor the possibility of exchan…

>AI will make the masses richer, so society will not abandon it

This remains to be seen. Inequality is worse now than it was 20 years ago despite technology progressing. This is true across income and wealth.

Re: How University Students Use Claude

#575

Post by jplusequalt »

dankwizard wrote: post #561
jplusequalt wrote: post #541

Earlier quoted context omitted.

>We can replace this with an AI and free them up to do literally anything else. I would happily support automation to free myself, and others, from having to work full-time. But we live in a capitalist society, not StarTrek. Automation doesn't free up people from having to work, it only places people in financial crisis.

They'll get different jobs bud.

Will those jobs pay them the same amount, allow them to have similar qualities of life?

Re: How University Students Use Claude

#576

Post by Ray20 »

hackyhacky wrote: post #572
Ray20 wrote: post #565

Earlier quoted context omitted.

But you answer your own question: the only situation in which it makes no sense to hire another person to satisfy a need is when that need has already been satisfied in another way. And if all needs are already satisfied... Why worry about work? The purpose of work is to satisfy needs. If needs are satisfied, there is no need for work.

You assume the everyone's needs are solved together. More likely is that the property owning class acquire AI robots to provide cheap labor; and everyone else doesn't.

>You assume the everyone's needs are solved together.

No, I am not assuming that. "Together" are not required. It's just combination of needs, ability to satisfy them and ability to exchange - creates jobs. And nothing of this will be thwarted by AI.

>More likely is that the property owning class acquire AI robots to provide cheap labor

Doesn't matter. Your everyday person either will be able to afford this cheap AI labor for themselves (no problem that required solving) or if AI labor for them are unaffordable - will create jobs for other people (there will be jobs on market everywhere)

Re: How University Students Use Claude

#577

Post by Ray20 »

jplusequalt wrote: post #574
Ray20 wrote: post #564

Earlier quoted context omitted.

>Where is the existing work these people would take up? If it doesn't exist yet, then how do you suppose people will support themselves in the meantime? Everywhere in human society. "Jobs" is literally when you do something that someone needs, so that in exchange they do something that you need. And in human society, because of AI, neither people’s needs, nor the ability to satisfy them, nor the possibility of exchan…

>AI will make the masses richer, so society will not abandon it This remains to be seen. Inequality is worse now than it was 20 years ago despite technology progressing. This is true across income and wealth.

>This remains to be seen.

No, that's just logic. AI doesn't thwart the ability of people to satisfy their needs (getting richer).

>Inequality is worse now than it was 20 years ago despite technology progressing.

And people are still richer than ever before (if we take into account the policies that are thwarting society's ability to satisfy each other's needs and that have nothing to do with technologies)

Re: How University Students Use Claude

#578

Post by chipsrafferty »

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…

This is frequently stated, but is there any evidence that the "epiphany" is actually required for learning?

Re: How University Students Use Claude

#579

Post by CamperBob2 »

tdeck wrote: post #370
CamperBob2 wrote: post #267

Earlier quoted context omitted.

"Gee, it seems that people in my profession are in danger of being replaced by AI. I wonder if there's anything I can do to help speed up that process..."

The best plan is to wait until your bargaining position has been thoroughly destroyed rather than taking any action while you still have some power.

If that were indeed the case, your employer might not be investing so much in automation. They don't want to give up bargaining power any more than you do.

Re: How University Students Use Claude

#580

Post by kevindamm »

9rx wrote: post #373
Stubbs wrote: post #365

Earlier quoted context omitted.

As someone already said, parents used to be concerned that kids wouldn't be able to solve maths problems without a calculator, and it's the same problem, but there's a difference between solving problems _with_ LLMs, and having LLMs solve it _for you_. I don't see the former as that much of a problem.

> there's a difference between solving problems _with_ LLMs, and having LLMs solve it _for you_. If there is a difference, then fundamentally LLMs cannot solve problems for you. They can only apply transformations using already known operators. No different than a calculator, except with exponentially more built-in functions. But I'm not sure that there is a difference. A problem is only a problem if you recognize it…

There is a difference between thinking about the context of a problem and "critical thinking" about the problem or its possible solutions.

There is a measurable decrease in critical thinking skills when people consistently offload the thinking about a problem to an LLM. This is where the primary difference is between solving problems with an LLM vs having it solved for you with an LLM. And, that is cause for concern.

Two studies on impact of LLMs and generative AI on critical thinking:

https://www.mdpi.com/2075-4698/15/1/6

https://slejournal.springeropen.com/articles/10.1186/s40561-...

Post reply on HN