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I think it depends on what you want to learn and what your definition of "learnt" is.

The other day I realised I had no idea how DNA and life works. I guess I studied it at high school (25 years ago), but maybe it didn't go into much detail or it just didn't click.

So I asked ChatGPT to explain it to me, I came up with my own mental model from it's explanation, told it that, then it corrected me where I misunderstood things. We went backwards and forwards for an hour, me asking questions, it correcting me, until I felt like I understood the whole picture.

Am I going to become a biologist and study the origins of life from that? Definatley not! But if my kids need help on their biology homework, I now understand the basics of it.

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> many of the popular educational videos on YouTube are fun to watch and don't really teach you anything.

I really enjoyed and learn a lot of things from Karpathy's and Andrew Ng's video. sure many don't really teach you anything, but I could say many others are useful too. Maybe it depends on the way we're prompting as well? it seems useful for some like Terence's message that was shared few weeks ago

https://news.ycombinator.com/item?id=49010345

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> don't really teach you anything

Dunno, I've been learning a lot of Rust in the past few days. Just dove right into a project and asked AI to teach me stuff on a need to know basis. I'm actually getting used to Rust by now.

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Same. I setup a practice skill that has a curriculum/list of topics, teaching methodology, approach to drills, progress tracking and spaced repetition.

Additionally I asked it to also give me problems relevant in my business domain so that I learn how to directly apply the knowledge in a realistic scenario.

I am getting much more comfortable writing rust than I was barely two weeks ago. More than I was just reading tutorials.

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I like to use them to generate me tutorial series for technical topics I want to learn or improve. So I start a prompt like this:

> I want you to create a tutorial series about X for me. The prime objective is that I improve in topic X so never provide a solution but guide and teach. (for programming never write code). First create a question catalog to assess my current level.

Then I would ask it to structure the tutorial challenges in the following way: - Goal - Concept - Instructions

I figured that if I don't need to read any additional material on the topic the LLM is giving me too much information and I need to change the prompt. Works for me and I used this too learn topics I feel now comfortable with, like nushell, opencyper, elisp, boot loaders etc. But maybe you don't consider this "complex"

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I think the key difference here is that you're using the LLM to create exercises, not to replace the learning material
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_Doing_ is probably one of the best ways to learn something.
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Curious: Why not pick up a book or two on the topic, and use the LLM to help you through it [0]? To me, prompting the LLM without grounding it sounds like a sure shot way to end up learning "pop-sci", as GP puts it, instead of the actual science?

If today's top LLMs are reliable enough (without grounding) to academically learn "complex topics" from, may be I need to adjust my priors. I must say, I do find myself chatting about other topics (without the need for grounding) that I'm trying to "absorb" (not really learn), like Philosophy (but it isn't eng/science, even if may be "complex" in another sense... or appears to be).

[0] Products like NotebookLM are built specifically for such usecases.

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I use books to accompany my learning, but I really need something that _forces_ me to think and solve problems in that space on my own. Books can sometimes give me the illusion of learning something, but then, when needed, I've notice that I haven't really learned it.

LLMs give me structure based on my current skill level. And basically always I accompany this with books, I love reading. It's a nice combination for me.

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The test I'd like to see: take a problem set or task you couldn't solve beforehand, learn the topic this way, then try to solve it without the LLM in the loop
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I would tend to agree in the case that someone is using LLMs as their primary source for learning. But I've found a lot of use in having a claude project containing the PDF of a textbook I'm working through so that I can ask it to clarify or help me through parts I find confusing. I would definitely say that's greatly accelerated my learning - or at least greatly accelerated the speed at which I integrate information from textbooks.
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