Expecting a kid to run a mile in Physical Education class rather than call Uber is not denying technical progress, nor is it hurting their ability to call Uber later when it is appropriate.
Right, you're describing a curriculum clearly centered around a visible indication that the student is learning and performing. That's what I'm suggesting as well.
'AI Traps' will just forever be a game of cat-and-mouse. We need an education overhaul. School faculty should be less focused on catching LLM use, and more focused on teaching lessons that can't be easily bullshit by AI
What kind of "education overhaul" you have in mind? Some things can be easily verified in class (run a mile), but some require effort (write exam in class / testing center), and some require too much effort to be practical (multi-day research or programming project).
Unfortunately at the high school level, the materials are not that complex, and there are a lot of ways to cheat. Answer keys for textbooks, graphical calculators (or CAS systems), reports copied wholesale from some websites. AI just made all of this significantly worse.
That's an answer I don't have, and am not qualified to make. I'd defer the decision to teachers and those who work well with children already, I just don't think this current iteration works.
If I had to guess, it would look something like a software that confines the student to the software and provides interactive lessons and exams...but I'm a computer guy, my answer will always be "use a computer"
"confines the student to the software and provides interactive lessons and example" - this already exists. It is also useless without continuous supervision, as students will simply take a 2nd device (cell phone or tablet), start LLM app on it, then point to locked-down device's screen and ask to solve the problem. Yes, it slows down the process a bit since the students have to actually re-type the LLM answers instead of copy-pasting them, but it does not eliminate the problem.
"That's an answer I don't have .. I'd defer the decision to teachers" - you are really sounding right now like someone who comes to a town's discussion of whether to get more solar panels, and starts saying how nice it would be if the fusion were solved, and we all had an near-infinite source of cheap and clean energy. Yes, it would be nice, but unless you have a good idea on how to achieve this, please don't distract people from the real problems they have.
The AI-in-education is the same way: there is a crisis right now, and it seems that the only way is to lean heavily onto proctored exams - which students hate, and are more expensive for schools too. Saying "There should be a better way, I have no idea about what this better way is, but meanwhile what you are doing is bad" really does not help much.
1. Yes, and elsewhere in the thread I am suggesting proctored exams as well. Agreed.
2. I believe there is value in identifying issues with the current implementation, as it's required to fix them in the next implementation. This isn't a project I'm working on, related to my career path, or anything I'm passionate about. I am simply stating that I find the current implementation is flawed, and I believe it stems from the mindset of the original comment's "I wouldn't like cheaters to compete with honest students on the job market." I understand there is a difference between being resourceful and cheating, and using LLMs to write essays is clearly cheating, but, as someone who is not an educator and does not have children, I assume it is important to instill a sense of resourcefulness as well. If the entire purpose of education has become the job market, and the job market rewards resourceful people....
'AI Traps' will just forever be a game of cat-and-mouse. We need an education overhaul. School faculty should be less focused on catching LLM use, and more focused on teaching lessons that can't be easily bullshit by AI