> It’s easy to get hooked on fast answers and forget to ask why something works
This is really a tragedy because the current technology is arguably one of the best things in existence for explaining "why?" to someone in a very personalized way. With application of discipline from my side, I can make the LLM lecture me until I genuinely understand the underlying principles of something. I keep hammering it with edge cases and hypotheticals until it comes back with "Exactly! ..." after reiterating my current understanding.
The challenge for educators seems the same as it has always been - How do you make the student want to dig deeper? What does it take to turn someone into a strong skeptic regarding tools or technology?
I'd propose the use of hallucinations as an educational tool. Put together a really nasty scenario (i.e., provoke a hallucination on purpose on behalf of the students that goes under their radar). Let them run with a misapprehension of the world for several weeks. Give them a test or lab assignment regarding this misapprehension. Fail 100% of the class on this assignment and have a special lecture afterward. Anyone who doesn't "get it" after this point should probably be filtered out anyways.
This is really a tragedy because the current technology is arguably one of the best things in existence for explaining "why?" to someone in a very personalized way. With application of discipline from my side, I can make the LLM lecture me until I genuinely understand the underlying principles of something. I keep hammering it with edge cases and hypotheticals until it comes back with "Exactly! ..." after reiterating my current understanding.
The challenge for educators seems the same as it has always been - How do you make the student want to dig deeper? What does it take to turn someone into a strong skeptic regarding tools or technology?
I'd propose the use of hallucinations as an educational tool. Put together a really nasty scenario (i.e., provoke a hallucination on purpose on behalf of the students that goes under their radar). Let them run with a misapprehension of the world for several weeks. Give them a test or lab assignment regarding this misapprehension. Fail 100% of the class on this assignment and have a special lecture afterward. Anyone who doesn't "get it" after this point should probably be filtered out anyways.