Comment Re:Before you rail on this... (Score 1) 105
The thing is the LLMs don't really demand a great deal of 'literacy', so it's a bit silly to devote a lot of cycles to teaching literacy. It's kind of like back in the day when you had a whole course devoted to learning Microsoft Word, that was ridiculous.
One of the biggest areas for getting used to LLMs is also one that academic settings are the least well equipped to handle. How incorrect results manifest. Academic fodder tends to play to LLMs strengths, and trying to find counter-examples to illustrate LLM breaking down is a whac-a-mole as any noteworthy known example gets amended and/or is unreliable to produce in the wild. So you may be stuck having to go over captured examples rather than having the students experiment a lot with that phenomenon.
When we are learning math, we start by forbidding use of a calculator. Not because calculators are bad, but because we need to foster independent thought first. University probably should be mostly "LLM off" since the point is not to get academic material produced as quickly as possible, but to have people internalize some sampling of academic experience and equip them to operate independently.