We'll be spending a lot more time trying to understand the outputs of language models. A few thoughts, tips & tricks: Writing. Something I've had success with: Ask your LLM to explain something in ASD-STE100, it's a controlled language specification originally developed for aerospace maintenance documentation. LLMs well-versed in this language and it comes with heavy constraints on clean writing style that I often find a lot more readable. Sometimes I've tried to soften it a bit e.g. ask for "80% of the way to ASD-STE100" because the spec is quite stringent. But even better: Diagrams / images. Instead of writing, ask your LLM to create a diagram. These can be a lot easier to process, parse, and understand. But even better: Web pages. Ask for output "in HTML" to get a beautiful, interactive webpage. LLMs are getting really good at frontend and can create beautiful experiences, animations, etc. But even better: Explainer videos. The output format I am most bullish on is fully custom / bespoke explainer videos generated on any arbitrary topic. Experiment with things like "Create a 3b1b style video explainer on X. Use my ElevenLabs API key for audio narration". (you'd need an API key for the latter or you can ask your LLM to find you decent free alternatives that use your local compute). This is actually starting to work! In summary: - As LLMs get better, they will do more and more of the legwork autonomously, and a lot more of our work will rise up the abstractions into oversight and understanding. - Luckily, LLMs can help here too because as intelligence and code are increasingly abundant, you can ask for large, custom, discardable software artifacts (e.g. web apps, video explainers) that would have never made sense to create before. Push the boundaries here and you'll be surprised.

Happy weekend to those who celebrate

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.