“ Students are permitted to use AI assistants for all homework and programming assignments (especially as a reference for understanding any topics that seem confusing), but we strongly encourage you to complete your final submitted version of your assignment without AI. You cannot use any such assistants, or any external materials, during in-class evaluations (both the homework quizzes and the midterms and final).
The rationale behind this policy is a simple one: AI can be extremely helpful as a learning tool (and to be clear, as an actual implementation tool), but over-reliance on these systems can currently be a detriment to learning in many cases. You absolutely need to learn how to code and do other tasks using AI tools, but turning in AI-generated solutions for the relatively short assignments we give you can (at least in our current experience) ultimately lead to substantially less understanding of the material. The choice is yours on assignments, but we believe that you will ultimately perform much better on the in-class quizzes and exams if you do work through your final submitted homework solutions yourself.”
I don't think the final evaluation is to "cement the understanding" so much as _verify_ that students have taken accountability for their own learning process.
This is what a student, who truly wants to learn rather than simply complete a course / certification, would do... Use AI tools to explain + learn, but not outsource the learning process itself to the tools.
I started doing the free version of the course a few days ago - the lessons are excellent but what is even better are the homework tasks which allows me to run my tests locally!
It's sometimes easy to just listen and understand, but be unable to write the code myself - having this coding homework task has really helped me solidify this new knowledge.
Lisp and Prolog never really "vived" nor were they ever really gone/dead. So they can't be revived. They've always been there, in the background, in their niche. As they always will.
Well it's the dominant and most successful implemented AI, would a comp sci course teach every failed computer architecture or focus on the ones that are in wide use today.
Your analogy to computer architectures doesn't make sense, unless comparing GPT-like LLMs to different LLM architectures like Mamba or RWKV. It indeed wouldn't make sense to not teach about Mamba or RWKV in an introductory AI or LLM course.
AI is much broader than LLMs alone. Computer vision, RL, classical ML, recommender systems, speech recognition, ... are still part of AI, just not very visible to the average consumer.
It really depends on the target audience, because a lot of people have no idea what they are using is called an LLM or that there are various types of generative AI.
I think the problem is the under representation of other branches of AI research: knowledge representation, automated reasoning, planning, etc.
These are important topics with important industrial applications which have the only downsides to not be suitable for implementing friendly chatbots and for raising the stocks of Silicon Valley companies.
I doubt renowned US universities don't offer courses that cover those topics.
As someone who studied in a university system where the courses you had to take were mostly set in stone (just starting to offer some electives now), I really fancy the option of being able to choose what you study as much as possible.
The AI course I took was mostly symbolic methods and some classic ML at the end. Most students were not interested at all and would've probably been more engaged studying ML directly. Too bad that wasn't an option.
> AI Policy for the AI Course
“ Students are permitted to use AI assistants for all homework and programming assignments (especially as a reference for understanding any topics that seem confusing), but we strongly encourage you to complete your final submitted version of your assignment without AI. You cannot use any such assistants, or any external materials, during in-class evaluations (both the homework quizzes and the midterms and final).
The rationale behind this policy is a simple one: AI can be extremely helpful as a learning tool (and to be clear, as an actual implementation tool), but over-reliance on these systems can currently be a detriment to learning in many cases. You absolutely need to learn how to code and do other tasks using AI tools, but turning in AI-generated solutions for the relatively short assignments we give you can (at least in our current experience) ultimately lead to substantially less understanding of the material. The choice is yours on assignments, but we believe that you will ultimately perform much better on the in-class quizzes and exams if you do work through your final submitted homework solutions yourself.”
My money is on extraordinarily poor final exam results and/or cheating.
In my day professors said that you'd never have an AI in your pocket
but can I write 5318008 on my AI?
True. Why even bother with school anyway?
This is the way it should be. AI to speed up the understanding process, and one final evaluation without any help to cement the understanding.
> AI to speed up the understanding process
What’s your hypothesis of how AI can accelerate how your brain understands something?
Quick, easy access to explanations and examples on complex topics.
In my case, learning enough trig and linear algebra to be useful in game engine programming / rendering has been made a lot easier / more efficient.
The same way Google or Wikipedia enables learning.
I don't think the final evaluation is to "cement the understanding" so much as _verify_ that students have taken accountability for their own learning process.
^ This
This is what a student, who truly wants to learn rather than simply complete a course / certification, would do... Use AI tools to explain + learn, but not outsource the learning process itself to the tools.
I disagree. I think we should treat AI tools like calculators for the exam.
I'm a little annoyed that 'modern AI' refers here only on LLMs, modern AI is way bigger than that.
Having said that, it's probably a good course, CMU courses are often great.
I was just expecting way more sota models in many fields due to the title.
If someone has this kind of ressource I would be extremely interested!
For those that are unaware, the instructor of this is on the board of OpenAI:
https://openai.com/index/zico-kolter-joins-openais-board-of-...
I started doing the free version of the course a few days ago - the lessons are excellent but what is even better are the homework tasks which allows me to run my tests locally!
It's sometimes easy to just listen and understand, but be unable to write the code myself - having this coding homework task has really helped me solidify this new knowledge.
10/10 would recommend
Do you think this is a good course? Or, what do you suggest as a structured course to learn how LLMs work?
I hope the instructor will publish a textbook to support and accompany the course, will buy in a heartbeat.
Can't wait for postmodern AI.
How to flip burgers better than an AI robot!
:) Too true
But tbh, it'll more likely be repairing those burger flippin' robots
Nothing on symbolic reasoning ?
I believe that would be part of whats now "classical ai"
It's called GOFAI, or not AI at all. It's basically all machine learning nowadays.
good old-fashioned artificial intelligence
https://en.wikipedia.org/wiki/GOFAI
that would be the exact opposite of modern
No. That will be covered by the Post-modern AI course in the fall semester.
That's not AI.
thanks for sharing, these look great.
Nice to finally see the revival of Lisp and Prolog.
Lisp and Prolog never really "vived" nor were they ever really gone/dead. So they can't be revived. They've always been there, in the background, in their niche. As they always will.
prolog in another skin is called erlang you know.
[flagged]
Well it's the dominant and most successful implemented AI, would a comp sci course teach every failed computer architecture or focus on the ones that are in wide use today.
Your analogy to computer architectures doesn't make sense, unless comparing GPT-like LLMs to different LLM architectures like Mamba or RWKV. It indeed wouldn't make sense to not teach about Mamba or RWKV in an introductory AI or LLM course.
AI is much broader than LLMs alone. Computer vision, RL, classical ML, recommender systems, speech recognition, ... are still part of AI, just not very visible to the average consumer.
> most successful implemented AI
According to what? Spent money? Number of users? Outcomes and if so which ones?
probably according to marketing and not limited to hallucination
I think comp sci courses focuse on fundamentals rather than what's popular. Besides, other kinds of AI are not "failures", they have plenty of uses.
Don't trip over words. The course offers quite a range of knowledge that is suitable outside LLMs. It's an introduction.
It really depends on the target audience, because a lot of people have no idea what they are using is called an LLM or that there are various types of generative AI.
I think the problem is the under representation of other branches of AI research: knowledge representation, automated reasoning, planning, etc.
These are important topics with important industrial applications which have the only downsides to not be suitable for implementing friendly chatbots and for raising the stocks of Silicon Valley companies.
I doubt renowned US universities don't offer courses that cover those topics.
As someone who studied in a university system where the courses you had to take were mostly set in stone (just starting to offer some electives now), I really fancy the option of being able to choose what you study as much as possible.
The AI course I took was mostly symbolic methods and some classic ML at the end. Most students were not interested at all and would've probably been more engaged studying ML directly. Too bad that wasn't an option.
This is a perfectly reasonable take. It's quite outrageous that this was flagged.