I see reasoning models being used to change the way to draft assignments and formulate teaching. Accelerating the learning gradient for students now requires a better understanding of how they learn and working with their motivators.
E.g. if students learn better through gameplay - can assignments become like game levels?
Rather than building for verifiable outputs - build assignments that gauge process and help elicit what they have learnt not what they have produced.
E.g. if students learn better through gameplay - can assignments become like game levels?
Rather than building for verifiable outputs - build assignments that gauge process and help elicit what they have learnt not what they have produced.