I’m not sure whom I’d trust more than yourself for what your definition of a fact is. It’s clear “this program has bugs” is not a fact by your definition. Are you talking about things like “the number of souls on the Titanic”?
Yep, you get it! And thats the kind of thing LLMs are weak at fundamentally. It’s terrifying that an educator is relying on them for that because they simply don’t work that way. They are much better suited to tasks like the example you gave.
Why not so being obtuse and just tell me what you mean by “fact” and I’ll tell you if I use LLMs for that or not?
Because I want you to hear it from somewhere you actually trust.
I’m not sure whom I’d trust more than yourself for what your definition of a fact is. It’s clear “this program has bugs” is not a fact by your definition. Are you talking about things like “the number of souls on the Titanic”?
Yep, you get it! And thats the kind of thing LLMs are weak at fundamentally. It’s terrifying that an educator is relying on them for that because they simply don’t work that way. They are much better suited to tasks like the example you gave.
Except I don’t rely on them for those kinds of facts, so… I guess we’re good here. :)