There’s no way for teachers to figure out if students are using ChatGPT to cheat, OpenAI says in new back-to-school guide::AI detectors used by educators to detect use of ChatGPT don’t work, says OpenAI.
There’s no way for teachers to figure out if students are using ChatGPT to cheat, OpenAI says in new back-to-school guide::AI detectors used by educators to detect use of ChatGPT don’t work, says OpenAI.
This is fine and all and you have a point, but in the current system many times the subject isn’t about the subject it’s about the auxiliary skills you pick up along the way. My history classes in high schopl weren’t really about history. I mean if I retained those facts, fantastic, they were more about analyzing given evidence and multiple references to make a point. I’m an engineer and I use that skill all the time. Facts about the Civil War not so much.
Even in college I had classes like that. It’s why just programming the answer wasn’t always allowed although literally everyone in the university took a programming class freshmen year. That wasn’t always the point.
To always allow AI is like never taking the time to teach kids how to do arithmetic by hand. I mean, sure, we could do that, but learning arithmetic is not really about memorizing times tables and more about understanding the concept of a number and internalizing counting and so much stuff people don’t realize they use all the time the existence of a calculator or not.
I think there is some value in not allowing AI usage sometimes. Before you use a calculator you should learn how to do it by hand so you can have a sense of when you’ve keyed something in wrong. AI has entered my workplace and it’s so annoying. People who never knew how to write the things they ask AI to do can’t vet the AI output and the result is somehow worse to me than if they’d bumbled something by hand. That’s kind of what I’m afraid of in the future. I don’t think that AI is ever going to be perfect and kids have to know what output they’re looking for before they’re taking this shortcut.
100%, and this is really my main point. Because it should be hard and tedious, a student who doesn’t really want to learn - or doesn’t have trust in their education - will bypass those tedious bits with the AI rather than going through those tedious, auxiliary skills that you’re expected to pick up, and use the AI was a personal tutor - not a replacement for those skills.
So often students are concerned about getting a final grade, a final result, and think that was the point, thus, “If ChatGPT can just give me the answer what was the point”, but no, there were a bunch of skills along the way that are part of the scaffolding and you’ve bypassed them through improper use of available tools. For example, in some of our programming classes we intentionally make you use worse tools early to provide a fundamental understanding of the evolution of the language ergonomics or to understand the underlying processes that power the more advanced, but easier to use, concepts. It helps you generalize later, so that you don’t just learn how to solve this problem in this programming language, but you learn how to solve the problem in a messy way that translates to many languages before you learn the powerful tools of this language. As a student, you may get upset you’re using something tedious or out of date, but as a mentor I know it’s a beneficial step in your learning career.
Maybe it would help to teach students about learning early, and how learning works.
I’m 100% in agreement. I think that our school system fails deeply in expressing the point. What I liked about college was what even if it was tedious, etc my professors took the time to explain why I needed to do it this way first and what the dangerous of not having some of these skills were. Did I always believe them? No, but now that I’m out in the world working I definitely know they were always right and I’m glad I did it anyway even if I didn’t always believe them.
Grade school is a different beast and I spent so much time frustrated and bored and not knowing what the point was. If it wasn’t for the fact that I just really wanted to be a roboticist and there was only one school in my state I could so that at, I probably would have done the least effort thing all the time.
I did appreciate my calculus teacher who gave us word problems. It really helped me understand the point of calculus. Those words problems showed me there were scenarios where algebra was not gonna cut it. I wish more of my grade school classes explained the point of it all after it became less obvious from middle school onwards.
The core issue here is we don’t know how to measure the skill of learning directly.
I agree mostly with your comment. Math class used to be called logic, because that’s really what the general population is there for. Math is a vehicle to learn logical thinking. Those who become engineers or physicists will then learn how to apply those logic skills in their chosen field.
I disagree that history classes were mainly there to analyze evidence to make a point. We learn history, so that we can better participate in discussions, know where we came from, and learn from past mistakes. It’s vital that voters have an understanding of history to prevent bad things from happening. Don’t get me wrong, the main point about history classes wasn’t learning exact dates, but to have a good understanding of the timeline and have a good grasp of major events in the country/world. It’s that part, learning details about major events that I’m concerned will be glossed over with AI coming into play. How can you recognize a destructive political trend if you never learned why it was destructive in the past?
I say history is for analysis because honestly anything that would let you truly understand today isn’t taught. Yes you will learn about segregation, but my history classes barely touched my grandparent’s time, so it’s hard to connect that middle missing period to today. Sure. I’m the mind of person to go fill in that middle period, but many people aren’t.
What was useful to me was the analysis part. Seeing how bias was in sources. Seeing how different people had the same sources, but different conclusions. Yes, seeing how a past event caused a future event.
But, I don’t think many people in the US connect US history with why we have many things going on today. Grade school history isn’t going to give that. My college history lessons did though. I had a whole ass history class on nothing by lobbying and I really gained an appreciation for why lobby should exist, how Americans are ridiculous, and how writing laws to keep the good of something, but not the bad is really hard. But no, I cannot tell you anything about the history of lobbying to day I spent 3 months studying and debating about it.
Back to math for a bit. I think that the logic part of math needs to be brought more into focus again. I think that programming is only going to become more and more important and it’s a shame we’re not teaching any of the fundamentals to allow people to even do things by make fancy excel formulas.