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  • Are Project Marketplaces the Next Big Step in EdTech?

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  • Font Awesome API outage

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    M
    Just download and host it yourself and no outage.
  • Apple sued by shareholders for allegedly overstating AI progress

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    finishingdutch@lemmy.worldF
    For this comment, I want to be absolutely clear that I do not give a shit about AI, and that it in no way factored into my decision to buy this iPhone 16 Pro Max. With that disclaimer out of the way: I very much look forward to a class action lawsuit. Apple advertised specific features as coming ‘very soon’ and gave short timeframes when asked directly. And they basically did not deliver on those advertising promises. Basically, I think there’s a good case to be made here that Apple knowingly engaged in false advertising in order to sell a phone that otherwise would not have sold as well. Those promised AI features WERE a deciding factor for a lot of people to upgrade to an iPhone 16. So, I’ll be looking forward to some form of compensation. It’s the principle of it.
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    And I think you swallowed one too many Apple ads.
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    Does it mean that some people take orders from AI and don't know it's AI ?
  • Stepping outside the algorithm

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    sentient_loom@sh.itjust.worksS
    I want to read his "Meaning of the City" because I just like City theory, but I keep postponing in case it's just Christian morality lessons. The anarchist Christian angle makes this sound more interesting.
  • 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.