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- Tags: AI aprendizaje fav fricción metodología
[!summary]A philosophy professor replaced individual essays with a single 10,000-word class coauthored essay to teach writing skills that students might outsource to AI. Students brainstormed, researched, drafted, and revised together in class and online, with grades based on individual contributions. The collaborative process restored the “friction” needed to learn philosophical writing. [!note]
Interesante como referencia concreta y creativa de como docentes están haciendo frente a la evasión de la fricción habilitada por los modelos de lenguaje.
Highlights
id1030306655
Pretty much all of our class time was devoted to discussing the essay. I absolutely loved this, as every student was there and ready to participate. In fairness, they kind of had to be, as it was usually in class that we decided on how to proceed with the essay—what direction to take it in, which parts to revise, which authors to discuss, etc. But a lot happened out of class too, as students were constantly emailing me with their ideas.
Creo que esto muestra la potencia de las metodologías activas de aprendizaje, sobretodo aquellas que buscan generar un producto real (como un ensayo de filosofía publicable y coautoreado), no un simulacro (como un volcán de bicarbonato). Se aprende trabajando en algo que te interesa, teniendo las condiciones necesarias para hacerlo, las cuales incluyen guía experta cuando se necesita y tiempo para trabajar.
id1030308458
I know this assignment doesn’t totally destroy the potential for illegitimately using artificial intelligence. The idea was just to put some of the friction back into the learning experience—the friction that’s lost when ChatGPT takes over the writing process. The fact that we were in a continuous conversation about the essay—both in and outside the classroom—meant that students constantly had to defend their writing and their ideas. They had to pay attention in class to understand what they needed to do to contribute. And we ended up writing many passages truly together, in the classroom. This meant I still got to show them how to write in the language of philosophy. Therefore, even if the friction didn’t deter them from using AI, it still served its purpose.
@Claude, tengo otras notas procesadas vinculadas a la idea de la fricción como el principal factor que promueve el aprendizaje. Necesito que pensemos en cómo integrarlas. Este pasaje puede ser una forma en que este principio se ilustra en un curso real, y cómo provee de una vía para evitar la evasión del esfuerzo mediante el uso de modelos de lenguaje para abordar el trabajo asociado al aprendizaje.