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BREAKING: X CEO Linda Yaccarino Steps Down One Day After Elon Musk’s Grok AI Bot Went Full Hitler

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  • Dubai to debut restaurant operated by an AI chef

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    Niemand hat geantwortet
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    S
    TIL, thank you!
  • Pirate Software "Stop Killing Games" Drama

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    Crazy how big of a following he has after the drama with Only Fangs at the beginning of he year.
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    anzo@programming.devA
    I’ll probably never trust anything they’ve touched until I’ve taken it apart and put it back together again. Me too. But the vast majority of users need guardrails, and have a different threat model. Even those that also care about privacy, if they just want a solution that comes by default, this adtech 'fake' or 'superficial' solution does provide something. And anything is more than nothing.
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    This sounds like pokemon
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    It dissolves into salt water. Except it doesn't dissolve, this is not the term they should be using, you can't just dry out the water and get the plastic back. It breaks down into other things. I'm pretty sure an ocean full of dissolved plastic would be a way worse ecological disaster than the current microplastic problem... I've seen like 3-4 articles about this now and they all use the term dissolve and it's pissing me off.
  • AI cheating surge pushes schools into chaos

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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.
  • WhatsApp is working on video and voice calls on the web

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    Worked well for me. Although all the people I care about had already Signal, Element or Threema installed, so I am not a great pull factor. And those everyday moms from child care or from wherever can reach me via SMS, for the two messages/year.