Comment Re:The death of homework (Score 1) 102
> Define best I suppose?
I don't define best, because it only *seems* to be the best option. The question here is not if it is a good option, but why they consider it to be a good option. One could try to discuss if it indeed can be a good option (e.g. when criticizing how universities currently work) but that was not what I wanted to do here.
The problem now is, that people short-term try to pick the fight to play detective and catch cheaters, but the long-term question is how to shape learning. First there is a perfect cheating tool, and second this tool could also be used for learning. How does the educator get the student to learn (using whatever method the student prefers)? And in another aspect, can the new tools help students to learn better?
The main goal of educators is not to fail lazy students, but to get students to learn so they can pass the exam. Some educators may not be good at it, but in the end students and educators have the same goal. So how should the process be shaped that they still can cooperate to reach that goal in the future?
I don't have the answer, but I don't think universities should be a battle ground between teachers and students if cheating or cheat detection works better, but serve the long-term goal of the student not only passing the exam, but also graduating having the knowledge they wanted to have when they started.