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Firefox 140 Brings Tab Unload, Custom Search & New ESR

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  • 240 Stimmen
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    I
    I call this legally distinct, this is legal advice.
  • Pope Leo urges politicians to respond to challenges posed by AI

    Technology technology
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    Niemand hat geantwortet
  • 34 Stimmen
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    G
    Neat. Looking forward to seeing what people build with that.
  • An earnest question about the AI/LLM hate

    Technology technology
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    ineedmana@lemmy.worldI
    It might be interesting to cross-post this question to !fuck_ai@lemmy.world but brace for impact
  • Bill Atkinson, Who Made Computers Easier to Use, Is Dead at 74

    Technology technology
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  • 133 Stimmen
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    glizzyguzzler@lemmy.blahaj.zoneG
    Indeed I did not, we’re at a stalemate because you and I do not believe what the other is saying! So we can’t move anywhere since it’s two walls. Buuuut Tim Apple got my back for once, just saw this now!: https://lemmy.blahaj.zone/post/27197259 I’ll leave it at that, as thanks to that white paper I win! Yay internet points!
  • 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.
  • The technology to end traffic deaths exists. Why aren’t we using it?

    Technology technology
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    M
    You’re seriously attempting to argue with me about whether or not transportation existed before cars?