Skip to content

Android 16 is here

Technology
73 47 22
  • Here's your first look at the rebooted Digg | TechCrunch

    Technology technology
    59
    1
    111 Stimmen
    59 Beiträge
    51 Aufrufe
    M
    Digg has been basically dead for 15 years.
  • 391 Stimmen
    65 Beiträge
    42 Aufrufe
    Z
    Yes and no. Yes people are this stupid. But also bot networks. But also alt accounts. And many of those stupid people let the algorithm to pick them their political views, which is manipulated by both the bot activity and the platform holders.
  • 295 Stimmen
    72 Beiträge
    15 Aufrufe
    kittyjynx@lemmy.worldK
    Just drink some Popov grade Trump Vodka at one of his many totally not bankrupt casinos to take your mind off of it.
  • 2 Stimmen
    1 Beiträge
    7 Aufrufe
    Niemand hat geantwortet
  • 74 Stimmen
    10 Beiträge
    19 Aufrufe
    C
    Time to start chopping down flock cameras.
  • MCP 101: An Introduction to the MCP Standard

    Technology technology
    2
    1
    5 Stimmen
    2 Beiträge
    13 Aufrufe
    H
    Really? [image: 60a7b1c3-946c-4def-92dd-c04169f01892.gif]
  • AI cheating surge pushes schools into chaos

    Technology technology
    25
    45 Stimmen
    25 Beiträge
    37 Aufrufe
    C
    Sorry for the late reply, I had to sit and think on this one for a little bit. I think there are would be a few things going on when it comes to designing a course to teach critical thinking, nuances, and originality; and they each have their own requirements. For critical thinking: The main goal is to provide students with a toolbelt for solving various problems. Then instilling the habit of always asking "does this match the expected outcome? What was I expecting?". So usually courses will be setup so students learn about a tool, practice using the tool, then have a culminating assignment on using all the tools. Ideally, the problems students face at the end require multiple tools to solve. Nuance mainly naturally comes with exposure to the material from a professional - The way a mechanical engineer may describe building a desk will probably differ greatly compared to a fantasy author. You can also explain definitions and industry standards; but thats really dry. So I try to teach nuances via definitions by mixing in the weird nuances as much as possible with jokes. Then for originality; I've realized I dont actually look for an original idea; but something creative. In a classroom setting, you're usually learning new things about a subject so a student's knowledge of that space is usually very limited. Thus, an idea that they've never heard about may be original to them, but common for an industry expert. For teaching originality creativity, I usually provide time to be creative & think, and provide open ended questions as prompts to explore ideas. My courses that require originality usually have it as a part of the culminating assignment at the end where they can apply their knowledge. I'll also add in time where students can come to me with preliminary ideas and I can provide feedback on whether or not it passes the creative threshold. Not all ideas are original, but I sometimes give a bit of slack if its creative enough. The amount of course overhauling to get around AI really depends on the material being taught. For example, in programming - you teach critical thinking by always testing your code, even with parameters that don't make sense. For example: Try to add 123 + "skibbidy", and see what the program does.
  • Stack overflow is almost dead

    Technology technology
    5
    0 Stimmen
    5 Beiträge
    15 Aufrufe
    ineedmana@lemmy.worldI
    students When I was a student I despised the idea of typeless var in C#. Then a few years later at my day job I fully embraced C++ auto. I understand the frustration but unfortunately being wrong is part of learning