开启时会模糊预览图，关闭后正常显示
Don't think of LLMs as entities but as simulators. For example, when exploring a topic, don't ask: "What do you think about xyz"? There is no "you". Next time try: "What would be a good group of people to explore xyz? What would they say?" The LLM can channel/simulate many perspectives but it hasn't "thought about" xyz for a while and over time and formed its own opinions in the way we're used to. If you force it via the use of "you", it will give you something by adopting a personality embedding vector implied by the statistics of its finetuning data and then simulate that. It's fine to do, but there is a lot less mystique to it than I find people naively attribute to "asking an AI".
Building @EurekaLabsAI. Previously Director of AI @ Tesla, founding team @ OpenAI, CS231n/PhD @ Stanford. I like to train large deep neural nets.
Don't think of LLMs as entities but as simulators. For example, when exploring a topic, don't ask: "What do you think about xyz"? There is no "you". Next time try: "What would be a good group of people to explore xyz? What would they say?" The LLM can channel/simulate many perspectives but it hasn't "thought about" xyz for a while and over time and formed its own opinions in the way we're used to. If you force it via the use of "you", it will give you something by adopting a personality embedding vector implied by the statistics of its finetuning data and then simulate that. It's fine to do, but there is a lot less mystique to it than I find people naively attribute to "asking an AI".
Building @EurekaLabsAI. Previously Director of AI @ Tesla, founding team @ OpenAI, CS231n/PhD @ Stanford. I like to train large deep neural nets.
A number of people are talking about implications of AI to schools. I spoke about some of my thoughts to a school board earlier, some highlights: 1. You will never be able to detect the use of AI in homework. Full stop. All "detectors" of AI imo don't really work, can be defeated in various ways, and are in principle doomed to fail. You have to assume that any work done outside classroom has used AI. 2. Therefore, the majority of grading has to shift to in-class work (instead of at-home assignments), in settings where teachers can physically monitor students. The students remain motivated to learn how to solve problems without AI because they know they will be evaluated without it in class later. 3. We want students to be able to use AI, it is here to stay and it is extremely powerful, but we also don't want students to be naked in the world without it. Using the calculator as an example of a historically disruptive technology, school teaches you how to do all the basic math & arithmetic so that you can in principle do it by hand, even if calculators are pervasive and greatly speed up work in practical settings. In addition, you understand what it's doing for you, so should it give you a wrong answer (e.g. you mistyped "prompt"), you should be able to notice it, gut check it, verify it in some other way, etc. The verification ability is especially important in the case of AI, which is presently a lot more fallible in a great variety of ways compared to calculators. 4. A lot of the evaluation settings remain at teacher's discretion and involve a creative design space of no tools, cheatsheets, open book, provided AI responses, direct internet/AI access, etc. TLDR the goal is that the students are proficient in the use of AI, but can also exist without it, and imo the only way to get there is to flip classes around and move the majority of testing to in class settings.
Building @EurekaLabsAI. Previously Director of AI @ Tesla, founding team @ OpenAI, CS231n/PhD @ Stanford. I like to train large deep neural nets.
A number of people are talking about implications of AI to schools. I spoke about some of my thoughts to a school board earlier, some highlights: 1. You will never be able to detect the use of AI in homework. Full stop. All "detectors" of AI imo don't really work, can be defeated in various ways, and are in principle doomed to fail. You have to assume that any work done outside classroom has used AI. 2. Therefore, the majority of grading has to shift to in-class work (instead of at-home assignments), in settings where teachers can physically monitor students. The students remain motivated to learn how to solve problems without AI because they know they will be evaluated without it in class later. 3. We want students to be able to use AI, it is here to stay and it is extremely powerful, but we also don't want students to be naked in the world without it. Using the calculator as an example of a historically disruptive technology, school teaches you how to do all the basic math & arithmetic so that you can in principle do it by hand, even if calculators are pervasive and greatly speed up work in practical settings. In addition, you understand what it's doing for you, so should it give you a wrong answer (e.g. you mistyped "prompt"), you should be able to notice it, gut check it, verify it in some other way, etc. The verification ability is especially important in the case of AI, which is presently a lot more fallible in a great variety of ways compared to calculators. 4. A lot of the evaluation settings remain at teacher's discretion and involve a creative design space of no tools, cheatsheets, open book, provided AI responses, direct internet/AI access, etc. TLDR the goal is that the students are proficient in the use of AI, but can also exist without it, and imo the only way to get there is to flip classes around and move the majority of testing to in class settings.
Building @EurekaLabsAI. Previously Director of AI @ Tesla, founding team @ OpenAI, CS231n/PhD @ Stanford. I like to train large deep neural nets.
A number of people are talking about implications of AI to schools. I spoke about some of my thoughts to a school board earlier, some highlights: 1. You will never be able to detect the use of AI in homework. Full stop. All "detectors" of AI imo don't really work, can be defeated in various ways, and are in principle doomed to fail. You have to assume that any work done outside classroom has used AI. 2. Therefore, the majority of grading has to shift to in-class work (instead of at-home assignments), in settings where teachers can physically monitor students. The students remain motivated to learn how to solve problems without AI because they know they will be evaluated without it in class later. 3. We want students to be able to use AI, it is here to stay and it is extremely powerful, but we also don't want students to be naked in the world without it. Using the calculator as an example of a historically disruptive technology, school teaches you how to do all the basic math & arithmetic so that you can in principle do it by hand, even if calculators are pervasive and greatly speed up work in practical settings. In addition, you understand what it's doing for you, so should it give you a wrong answer (e.g. you mistyped "prompt"), you should be able to notice it, gut check it, verify it in some other way, etc. The verification ability is especially important in the case of AI, which is presently a lot more fallible in a great variety of ways compared to calculators. 4. A lot of the evaluation settings remain at teacher's discretion and involve a creative design space of no tools, cheatsheets, open book, provided AI responses, direct internet/AI access, etc. TLDR the goal is that the students are proficient in the use of AI, but can also exist without it, and imo the only way to get there is to flip classes around and move the majority of testing to in class settings.
Building @EurekaLabsAI. Previously Director of AI @ Tesla, founding team @ OpenAI, CS231n/PhD @ Stanford. I like to train large deep neural nets.
I asked it to create a personalized weekly workout plan, and then posters that I can print on the wall to remind me what exercises to do each day. Tuesday looks more intense because I asked for "more testosterone" :D. (sorry I'll stop posting more nano banana pro stuff now)
Building @EurekaLabsAI. Previously Director of AI @ Tesla, founding team @ OpenAI, CS231n/PhD @ Stanford. I like to train large deep neural nets.