Skip to content

Meta rolled back protections. Now hate is surging - What we're seeing: More hate, more fear, less freedom.

Technology
65 45 2
  • 1 Stimmen
    1 Beiträge
    0 Aufrufe
    Niemand hat geantwortet
  • 92 Stimmen
    1 Beiträge
    0 Aufrufe
    Niemand hat geantwortet
  • 61 Stimmen
    11 Beiträge
    0 Aufrufe
    K
    If you use LLMs like they should be, i.e. as autocomplete, they're helpful. Classic autocomplete can't see me type "import" and correctly guess that I want to import a file that I just created, but Copilot can. You shouldn't expect it to understand code, but it can type more quickly than you and plug the right things in more often than not.
  • 99 Stimmen
    47 Beiträge
    1 Aufrufe
    P
    One of the greatest videos ever.
  • uBlockOrigin is porting uBOL to iOS and macOS

    Technology technology
    30
    324 Stimmen
    30 Beiträge
    15 Aufrufe
    C
    Will never happen unfortunately
  • Microsoft wants Windows Update to handle all apps

    Technology technology
    45
    1
    61 Stimmen
    45 Beiträge
    8 Aufrufe
    N
    the package managers for linux that i know of are great because you can easily control everything they do
  • AI cheating surge pushes schools into chaos

    Technology technology
    25
    45 Stimmen
    25 Beiträge
    3 Aufrufe
    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.
  • 0 Stimmen
    3 Beiträge
    5 Aufrufe
    thehatfox@lemmy.worldT
    The platform owners don’t consider engagement to me be participation in meaningful discourse. Engagement to them just means staying on the platform while seeing ads. If bots keep people doing that those platforms will keep letting them in.