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Some of your AI prompts could cause 50 times more CO2 emissions than others

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    You upvote to increase visibility and downvote to decrease visibility. Same as on Reddit. https://join-lemmy.org/docs/users/03-votes-and-ranking.html
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    Niemand hat geantwortet
  • Taiwan adds China’s Huawei, SMIC to export blacklist

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    Based decision.
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    Nah, I'd say this fits solidly in the category of "heaps of research indicating that single men suffer more in situations that promote isolation". Adversarial language or not, the average Lemmy users is so far in their own social phobia that they don't register that most humans, being social animals, thrive with MORE interaction and not less.
  • Matrix.org is Introducing Premium Accounts

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    Nah, my bad, the later. Sorry
  • Covert Web-to-App Tracking via Localhost on Android

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    Thanks for sharing this, it is an interesting read (though an additional comment about what this about would have been helpful). I want to say I am glad I do not use either of these services but Yandex implementation seems so bad that it does not matter, as any app could receive their data
  • 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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    It's also much easier to implement.