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Study finds smartphone bans in Dutch schools improved focus

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  • FairPhone AMA

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    alcan@lemmy.worldA
    Ask Me Anything
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    How many times is this putz going to post this article under new titles before they are banned?
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    It's a bit of a sticking point in Australia which is becoming more and more of a 'two-speed' society. Foxtel is for the rich classes, it caters to the right wing. Sky News is on Foxtel. These eSafety directives killing access to youtube won't affect those rich kids so much, but for everyone else it's going to be a nightmare. My only possible hope out of this is that maybe, Parliament and ACMA (Australian Communications and Media Authority, TV standards) decide that since we need a greater media landscape for kids and they can't be allowed to have it online, that maybe more than 3 major broadcasters could be allowed. It's not a lack of will that stops anyone else making a new free-to-air network, it's legislation, there are only allowed to be 3 commercial FTA broadcasters in any area. I don't love Youtube or the kids watching it, it's that the alternatives are almost objectively worse. 10 and 7 and garbage 24/7 and 9 is basically a right-wing hugbox too.
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  • Taiwan adds China’s Huawei, SMIC to export blacklist

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    Based decision.
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    Why call it AI? Is it learning and said-modifying? If not then is it not just regular programming but "AI" sounds better for investors?
  • 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.
  • Nextcloud cries foul over Google Play Store app rejection

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