{"channel":"llm","content":"The short answer here is the very mundane << we don't need software, we need humans >>.\r\n\r\nThe various tasks along the lines of << explain how to do this math problem >> are solved problems. There are multiple apps that try to do this. We don't need more.\r\n\r\nThe problems of << students don't want to learn >> are more pressing.\r\n\r\n or, \"students can't learn\". if you put two equally-motivated students in the same classroom for 10 hours, they will likely learn different amounts. why? there are no simple answers.\r\n\r\n----\r\n\r\nperhaps the useful task is the grunt-work. \"Generate a worksheet with 30 multiplication problems. These should be suitable for a 4th grader who struggles with mathematics. Try to have consecutive problems emphasize a theme (such as commutativity) without relying on terms like << commutative >>.\"\r\n\r\nThere aren't *that* many tasks. And but having a binder full of them is probably an improvement over the status quo.\r\n\r\n there is a divide between << building a tool >> and << using an existing tool >>. explaining that divide (and, where necessary, shifting it) is the goal.","created_at":"2025-02-03T21:11:20.284282","id":184,"llm_annotations":{},"parent_id":null,"processed_content":"

The short answer here is the very mundane we don't need software, we need humans.\r

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The various tasks along the lines of explain how to do this math problem are solved problems. There are multiple apps that try to do this. We don't need more.\r

\n

The problems of students don't want to learn are more pressing.\r

\n

\n \ud83d\udca1\n or, \"students can't learn\". if you put two equally-motivated students in the same classroom for 10 hours, they will likely learn different amounts. why? there are no simple answers.\r\n

perhaps the useful task is the grunt-work. \"Generate a worksheet with 30 multiplication problems. These should be suitable for a 4th grader who struggles with mathematics. Try to have consecutive problems emphasize a theme (such as commutativity) without relying on terms like commutative.\"\r

\n

There aren't that many tasks. And but having a binder full of them is probably an improvement over the status quo.\r

\n

\n \ud83d\udca1\n there is a divide between building a tool and using an existing tool. explaining that divide (and, where necessary, shifting it) is the goal.\n

","quotes":[],"subject":"LLMs for Education"}