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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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  • Misogyny and Violent Extremism: Can Big Tech Fix the Glitch?

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    G
    It is interesting that you are not answering my point... Good work
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    Niemand hat geantwortet
  • Is Internet Content Too Engaging?

    Technology technology
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    T
    The number of tabs I have open from sites I’ve clicked on, started reading, said “eh, I’ll get back to this later” and never have, says no.
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    V
    Does it mean that some people take orders from AI and don't know it's AI ?
  • The largest cryptocurrency money-laundering ring

    Technology technology
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    ulrich@feddit.orgU
    It has their name and where it came from so. Yes? That's not what I asked. Are you expecting people to direct link everything even when it is already atributed? I mean is that really too much to expect of people? To simply copy the link where they found the information and post it along with where they shared it?
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    C
    One could say it's their fiduciary duty.
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    blue_berry@lemmy.worldB
    Cool. Well, the feedback until now was rather lukewarm. But that's fine, I'm now going more in a P2P-direction. It would be cool to have a way for everybody to participate in the training of big AI models in case HuggingFace enshittifies
  • 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.