My favorite thing to do with obviously-AI-made student work is to pretend the student wrote it and then ruthlessly destroy it in all the ways it is actually shitty, never once mentioning the obvious GBT-ness of it -- leaving them sputtering to themselves about how it's possible that the AI overlords could do such shitty work. Yes, since you asked, I DO resent the time this takes. And I don't always take the time. But when I do I try to enjoy the task. And I tell myself that I am learning, too, because I am learning how to be very articulate about exactly how and why shitty writing is shitty. Which is not something I would have had to articulate in this specific way, were in not for the AI onslaught.
I am DOWN with this! We've got a prof here in the Business school who does something similar. He actually openly allows students to use Chat GPT to write up a particular project, but the catch is, they have to present it, and read it out loud. Word on the academic street is that students find the actual output so cringe that they *hate* having to read it out loud, and 9/10 times they end up redoing the work on their own just so they can speak in their own voices.
That's a great idea. I might try that. I won't, because I don't really want to make my class an AI lab/workshop. But it's a great way to point directly at what EVERYONE KNOWS sucks about the technology.
As I said to my students recently, LLMs are great under these conditions: (1) the work you're doing doesn't matter to you; (2) the fact that the work is shit won't actually harm anyone; (3) you don't know any better (i.e. you can't tell the work is shit); (4) the audience/reader doesn't care either, or isn't paying attention, or won't actually be reading, or doesn't know any better either.
In an academic setting, if the assignment has a purpose, the student is fucking himself because the student isn't learning the thing he's supposed to learn. As I say to the kids, hey it's a competitive field. If you don't want to do the homework, there are plenty of people who do, and will, and guess who gets the jobs. . .
My favorite thing to do with obviously-AI-made student work is to pretend the student wrote it and then ruthlessly destroy it in all the ways it is actually shitty, never once mentioning the obvious GBT-ness of it -- leaving them sputtering to themselves about how it's possible that the AI overlords could do such shitty work. Yes, since you asked, I DO resent the time this takes. And I don't always take the time. But when I do I try to enjoy the task. And I tell myself that I am learning, too, because I am learning how to be very articulate about exactly how and why shitty writing is shitty. Which is not something I would have had to articulate in this specific way, were in not for the AI onslaught.
I am DOWN with this! We've got a prof here in the Business school who does something similar. He actually openly allows students to use Chat GPT to write up a particular project, but the catch is, they have to present it, and read it out loud. Word on the academic street is that students find the actual output so cringe that they *hate* having to read it out loud, and 9/10 times they end up redoing the work on their own just so they can speak in their own voices.
That's a great idea. I might try that. I won't, because I don't really want to make my class an AI lab/workshop. But it's a great way to point directly at what EVERYONE KNOWS sucks about the technology.
As I said to my students recently, LLMs are great under these conditions: (1) the work you're doing doesn't matter to you; (2) the fact that the work is shit won't actually harm anyone; (3) you don't know any better (i.e. you can't tell the work is shit); (4) the audience/reader doesn't care either, or isn't paying attention, or won't actually be reading, or doesn't know any better either.
In an academic setting, if the assignment has a purpose, the student is fucking himself because the student isn't learning the thing he's supposed to learn. As I say to the kids, hey it's a competitive field. If you don't want to do the homework, there are plenty of people who do, and will, and guess who gets the jobs. . .