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YouTube’s new anti-adblock measures

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    I'm pretty sure I disabled/removed it when I got this phone. I don't specifically remember doing it but when I get a new phone, I watch some YouTube videos on how to purge all the crap I don't want. I read an article that mentioned using command line stuff to eliminate it and it kind looked familiar. I think I did this. I really should write stuff down.
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    theoretically software support This. And it's not only due to drivers and much more due to them not having insourced software development and their outsourced developers not using Fairphones as their daily drivers.
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    52fighters@lemmy.sdf.org5
    You are more than welcome to cite the actual Geneva convention to show where I'm wrong.
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  • AI cheating surge pushes schools into chaos

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    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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    IMO stuff like that is why a good trainer is important. IMO it's stronger evidence that proper user-centered design should be done and a usable and intuitive UX and set of APIs developed. But because the buyer of this heap of shit is some C-level, there is no incentive to actually make it usable for the unfortunate peons who are forced to interact with it. See also SFDC and every ERP solution in existence.