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Study finds smartphone bans in Dutch schools improved focus

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    mcasq_qsacj_234@lemmy.zipM
    Oh well, Apple its time to form an alliance with Microsoft to create the iOS Subsystem for Windows and the macOS Subsystem for Windows.
  • Comment utiliser ChatGPT : le guide complet - BDM

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  • Canadian telecom hacked by suspected China state group

    Technology technology
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    M
    While this news is both expected and unsettling, I'm pretty keen on how our gov has this info available to the public. And the site itself - such a vast resource for security info, tools, etc. Not all of our gov nor all departments are something to behold, but our cyber teams are top notch. And holy shit: https://github.com/CybercentreCanada
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    W
    Did you, by any chance, ever wonder, why people deal with hunger instead of just eating cake?
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    R
    We have batteries. But yeah, attacking the grid might be smart.
  • AI cheating surge pushes schools into chaos

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    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.
  • Data Bill: First They Came for Trans People

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    toastedravioli@midwest.socialT
    Im all for making the traditional market more efficient and transparent, if blockchain can accommodate that, so long as we can also make crypto more like the traditional market. At least in terms of criminalizing shit that would obviously be illegal to do with securities