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  • Apple sues YouTuber for alleged iOS 26 trade-secret theft

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    You can read it two ways: gee they’re so WFH friendly they drive their people hard and they work nights and weekends
  • America's largest power grid is struggling to meet demand from AI

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    Let's add solar!.... People never ask questions at night when they're sleeping. Sounds pretty ideal to me.
  • Apple appeals EU's €500M fine over App Store payment restraints

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    zak@lemmy.worldZ
    It's likely their priority is continuing to collect all the fees they can for as long as they can rather than the fine itself.
  • Open-Source vs Closed AI: What Businesses Must Know

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    glitchvid@lemmy.worldG
    Republicans are the biggest suckers there are. There's a reason as soon as the jig is up grifters pivot to conservative talking points.
  • Bill Atkinson, Who Made Computers Easier to Use, Is Dead at 74

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  • The AI girlfriend guy - The Paranoia Of The AI Era

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  • AI cheating surge pushes schools into chaos

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    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.