* has to be set up as close encounters and careful but invisible Sequencing to allow the children to make the final leaps themselves. ⇒ A Different View of Learning ⇒ Instructional Scaffolding ⇒ Unfolding Sequence
DOT FROM lambda-browsing
Our evidence that avoiding AI-generated student prose benefits students consists simply in the idea that learning to write well is a critical benefit to students; that writing well requires practice; and that, to the extent that students avoid such practice (with ChatGPT or by some other means), they are worse off for it. Indeed, learning to write well plausibly relates to each of the five University Undergraduate Learning Outcomes (UULOs), and learning to write well is obviously related to the Communication UULO [https://www.unlv.edu/provost/gen-ed/
> Possible Countermeasure “Scaffolded” Assignments