[halgir]

> How can you ensure that the exercise actually teaches the students anything in this case?

By participating in the exercise during class. Introducing the cases, facilitating group discussions, and providing academic input when bringing the class back together for a review. I'm not just saying "hey take a look at this or whatever".

> If you're teaching ethics in high school (which it sounds like you are)

Briefly and temporarily. I have no formal pedagogic background. Input appreciated.

> This may sound harsh, but to me it sounds like you've created a non-didactic, busywork exercise.

I may not have elaborated well enough on the context. I'm not creating slop in order to avoid doing work. I'm using the tools available to do more work faster - and sometimes coming across examples or cases that I realized I wouldn't have thought of myself. And, crucially, strictly supervising any and all work that the LLM produces.

If I had infinite time, then I'd happily spend it on meticulously handcrafting materials. But as this thread makes clear, that's a rare luxury in education.