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  • A Deep Dive into All Four Generations of the Honda Acty Truck

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    C
    Do you mean investors are trying to manipulate stocks by planting stories? Yeah, I think so. But intelligence agencies have whole training programs on how to manipulate narratives, and a very long track record of doing so. See: Israel's hasbara apparatus, GCHQ leaked documents on infiltrating and derailing socialist discussions, Church Committee Hearings, "The Cultural Cold War" by Frances Stonor Saunders.
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    I believed they were doing such things against budding competitors long before the LLM era. My test is simple. Replace it with China. Would the replies be the opposite of what you've recieved so far? The answer is yes. Absolutely people would be frothing at the mouth about China being bad actors. Western tech bros are just as paranoid, they copy off others, they steal ideas. When we do it it's called "innovation".
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    I wish everyone could read your comment right now. Spot on
  • I am disappointed in the AI discourse

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    artocode404@lemmy.dbzer0.comA
    I apologize that apparently Lemmy/Reddit people do not have enough self-awareness to accept good criticism, especially if it was just automatically generated and have downloaded that to oblivion. Though I don't really think you should respond to comments with a chatGPT link, not exactly helpful. Comes off a tad bit AI Bro...
  • 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.
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    If you want to stay on the bleeding edge you've got to be a reversal of Europe, which means allowing innovation and competition. Hence why VT is nearly 70% US.
  • Discord co-founder and CEO Jason Citron is stepping down

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