Yup, and people seem to frequently underestimate how ridiculously expensive running a fleet of humanoid robots would be (and don’t seem to realize how comparatively low the manual labor it’d replace is paid.)

i like how ask photos is not just a dumb idea but it's also a dumb name

Lost In Stupid Parenthesis.

If you're after text, there are a number of options. If you're after group voice, there are a number of options. You could mix and match both, but "where everyone else is" will also likely be a factor in that kind of decision. If you want both together, then there's probably just Element (Matrix + voice)? Not sure of other options that aren't centralised, where you're the product, or otherwise at obvious risk of enshittifying. (And Element has the smell of the latter to me, but that's another topic). I've prepared for Discord's inevitable "final straw" moment by setting up a Matrix room and maintaining a self-hosted Mumble server in Docker for my gaming buddies. It's worked when Discord has been down, so I know it works. Yet to convince them to test Element...

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.

No but, you can just close it.