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European Commission has a "Wifi4EU" initative, provides 93k high-speed private access points across the EU, free of charge.

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    B
    They Did have a good idea in the begining. Tutanova remains.
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    B
    They're also making electric cars that undercut the competition by about 20k in price. Of course they're running a loss on purpose.
  • 192 Stimmen
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    R
    Actually that's exactly how it works, never did it help against a weaponized technology to yell how immoral it is, while adopting it sometimes did.
  • Microsoft Tests Removing Its Name From Bing Search Box

    Technology technology
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    alphapuggle@programming.devA
    Worse. Office.com now takes me to m365.cloud.microsoft which as of today now takes me to a fucking Copilot chat window. Ofc no way to disable it because gee why would anyone want to do 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
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    C
    AFAIK, you have the option to enable ads on your lock screen. It's not something that's forced upon you. Last time I took a look at the functionality, they "paid" you for the ads and you got to choose which charity to support with the money.
  • 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.
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    quarterswede@lemmy.worldQ
    I give it 5 years before this is on our phones.