Flipped classroom is just having the students give lectures, instead of the teacher.
> Basically, a student's marks depend mostly (only?) on what they can do in a setting where AI is verifiably unavailable.
This is called "proctored exams" and it's been pretty common in universities for a few centuries.
None of this addresses the real issue, which is whether teachers should be preventing students from using AIs.
Not quite. Flipped classroom means more instruction outside of class time and less homework.
> This is called "proctored exams" and it's been pretty common in universities for a few centuries. None of this addresses the real issue
Proctored exams is part of it. In-class assignments is another. Asynchronous instruction is another.
And yes, it addresses the issue. Students can use AI however they see fit, to learn or to accomplish tasks or whatever, but for actual assessment of ability they cannot use AI. And it leaves the door open for "open-book" exams where the use of AI is allowed, just like a calculator and textbook/cheat-sheet is allowed for some exams.
It also seems like a waste of having an expert around to be doing something you could do at home without them.
Exams should increasingly be written with the idea in mind that students can and will use AI. Open book exams are great. They're just harder to write.
Failure to do the homework made class time useless, the material was difficult, and the instructors were willing to give out failing grades. So doing the homework was vital even when it wasn't graded. Perhaps that can also work well here in the context of AI, at least for some subjects.
Should we let the kids who cheat using AI drop by the wayside, never learning a thing for themselves? Or should we do the same for kids who, for whatever reason, just will not do school work outside a classroom? Maybe it works really well for some subjects and not others? Or only for some age ranges? What about the students like you, and there are probably a lot of them, where it would be unfair to judge their abilities at specific times in specific settings?
I guess the reason I bring it up now is that AI has tipped it over the edge, where cheating is now so easy and effective that it is starting to tempt kids who would not otherwise cheat.
And not watching lectures is not the same as not reviewing the material. I generally prefer textbooks and working through proofs or practice problems by hand. If I listen to someone describe something technical I zone out too quickly. The only exception seems to be if I'm able to work ahead enough that the lecture feels like review. Then I'm able to engage.
I myself am one of them, but I attribute that to the fact that this is a graduate version of an undergrad class I took two years ago (but have to take the grad version for degree requirements). Instead, I've been skimming the posted exercises and assessing myself which specific topics I need to brush up on.