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Delta moves toward eliminating set prices in favor of AI that determines how much you personally will pay for a ticket

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    Pretty sure they have Starlink antennas mounted onto Toyota trucks
  • Samsung to buy US healthcare services company Xealth

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    Niemand hat geantwortet
  • FairPhone AMA

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    alcan@lemmy.worldA
    Ask Me Anything
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    toastedravioli@midwest.socialT
    ChatGPT is not a doctor. But models trained on imaging can actually be a very useful tool for them to utilize. Even years ago, just before the AI “boom”, they were asking doctors for details on how they examine patient images and then training models on that. They found that the AI was “better” than doctors specifically because it followed the doctor’s advice 100% of the time; thereby eliminating any kind of bias from the doctor that might interfere with following their own training. Of course, the splashy headline “AI better than doctors” was ridiculous. But it does show the benefit of having a neutral tool for doctors to utilize, especially when looking at images for people who are outside of the typical demographics that much medical training is based on. (As in mostly just white men. For example, everything they train doctors on regarding knee imagining comes from images of the knees of coal miners in the UK some decades ago)
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    cole@lemdro.idC
    they all burn up, that article does not dispute that
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    https://archive.org/details/swgrap
  • 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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    Here's how you know it's not ready: AI hasn't replaced a single CEO.