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Java at 30: How a language designed for a failed gadget became a global powerhouse

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    C
    Because that worked so well for South Korea
  • How Social Media Brings Out the Worst in Us

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    sturgist@lemmy.caS
    Suffering from asthma? 9/10 Doctors recommend menthol cigarettes! Peppermint fresh puts the pep in your step!
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    I still get calls, but I can't see details (e.g. just the phone number, not the caller).
  • Tiny LEDs May Power Future AI Inteconnects

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    Niemand hat geantwortet
  • 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.
  • @chrlschn - Beware the Complexity Merchants

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    I'm a big fan of the manta "Make your designs as simple as possible and no simpler". Pointless complexity drives me nuts, but others take it too far and remove functionality by making things too minimal. It doesn't help that a lot of businesses optimize for people who make changes, so the positive feedback loop is change for the sake of change rather than improving the product.
  • Audible unveils plans to use AI voices to narrate audiobooks

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    fancypantsfire@lemm.eeF
    Ah, I see what you’re saying, I misunderstood and thought you were taking about picking a different book. Indeed, for the worst case scenario a mediocre AI voice could be an improvement!
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    stroz@infosec.pubS
    Move fast and break people