> I just scale my homework assignments until they reach or exceed sightly the amount of work I expect a student to be able to do with AI.
1. Absurd. The measurement should be learning not “work”. My students move rocks with a forklift… so I give them more rocks to move?
2. From the university I’m looking for intellectual leadership. Professors thinking critically about what learning means and how to discuss it with students. The potential is there, but let’s not walk like zombies unthinking into a future where the disappearance of ChatGPT 8.5 renders thousands of people unable to meet the basic requirements of their jobs. Or its appearance renders them unemployed.
The goal isn't work - its simply that I acknowledge that AI can perform a lot of labor that students previously had to spend a lot of time on. Because they have more time, my ambitions for what they can accomplish are higher.
I teach data science, which involves a lot of relatively unimportant glueing together of libraries. Yes, I want the students to know how to program, but the key skills are actually coming to grips with data, applying methods correctly, etc. The AI can make writing out the actual code substantially more efficient for them and I expect them to use that saved time to understand higher level skills.