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We Should Immediately Nationalize SpaceX and Starlink

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    C
    Murderbot is getting closer and closer
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    L
    Okay, I'd be interested to hear what you think is wrong with this, because I'm pretty sure it's more or less correct. Some sources for you to help you understand these concepts a bit better: What DLSS is and how it works as a starter: https://en.wikipedia.org/wiki/Deep_Learning_Super_Sampling Issues with modern "optimization", including DLSS: https://www.youtube.com/watch?v=lJu_DgCHfx4 TAA comparisons (yes, biased, but accurate): https://old.reddit.com/r/FuckTAA/comments/1e7ozv0/rfucktaa_resource/
  • Forced E-Waste PCs And The Case Of Windows 11’s Trusted Platform

    Technology technology
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    K
    I was pretty lucky in university as most of my profs were either using cross platform stuff or Linux exclusive software. I had a single class that wanted me using windows stuff and I just dropped that one. Awesome that you're getting back into it, it's definitely the best it's ever been (and you're right that Steam cracked the code). It sounds like you probably know what you're doing if you're running Linux VMs and stuff, but feel free to shoot me a PM if you run into any questions or issues I might be able to point you in the right direction for.
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    F
    It's not just skills, it's also capital investment.
  • AI cheating surge pushes schools into chaos

    Technology technology
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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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    H
    Then that's changed since the last time I toyed with the idea. Which, granted, was probably 20 years ago...
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    Niemand hat geantwortet
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    cupcakezealot@lemmy.blahaj.zoneC
    !upliftingnews@lemmy.world