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   GeePawHill (geepawhill@mastodon.social)'s status on Saturday, 10-May-2025 04:34:58 JST GeePawHill

   My young-ish student care team, yesterday, said in no uncertain terms that LLMs are destroying their students' ability to experience and think and learn.

   This is quite something, from a group that, even a year ago, believed that LLMs would do more good than harm.

   I spoze I could pull a triumphant "I fucking told you", but I just find it so incredibly sad.

   • Embed this notice
     feld (feld@friedcheese.us)'s status on Saturday, 10-May-2025 04:34:58 JST feld

     in reply to
     @GeePawHill what does this mean though: "destroying their students' ability to experience and think and learn.".
     
     Are they making things or not? And does it work?
     
     Is it a requirement that they understand how everything works at a low level to be productive members of society? Are we trying to build a productive workforce or build an army professors that do research?
     
     e.g., should electricians need to understand the physics of resistance, or should they just need to know what the electrical code says is the required gauge of wiring for a circuit at a specific amperage?
   • Embed this notice
     feld (feld@friedcheese.us)'s status on Saturday, 10-May-2025 04:50:58 JST feld

     in reply to
     @GeePawHill do you happen to have any insight about whether or not they've really confirmed it's related to LLMs, or are we finally seeing another generational shift? Because we're now at the point where a ton of younger people especially those going into IT can't even touch type...
   • Embed this notice
     GeePawHill (geepawhill@mastodon.social)'s status on Saturday, 10-May-2025 04:50:59 JST GeePawHill

     in reply to

     • feld

     @feld You might be mistaking me for someone I am not.

     I am not an academic, and the folks I work with are a trade school for young would-be professional developers, not academics.

     The student care team -- also not academics -- is concerned that the quality of the students' work has rapidly declined year-on-year. In their view, the students are not making things, or making them as well as they did. And they they are not making them work, or making them work as well as they did.