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Your TV Is Spying On You

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  • V

    Autonomous/Self-Driving Cars Market projected to reach USD 620.67 billion by 2031

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    Niemand hat geantwortet
  • P

    An open letter signed by 602 tech founders, VCs, and more urges Sequoia Capital act after Shaun Maguire said Zohran Mamdani “comes from a culture that lies about everything”

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    omegalemmy@discuss.onlineO
    American individualism is when you believe everyone is as bad as you or worse Self-fulfilling prophecy when they never want to cooperate in fear of being ripped off
  • U

    StopKillingGames - Yet another reminder for European citizens to fight for software ownership before the timer runs out. A signature takes mere minutes and preserves many games and lots of fun.

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    patatahooligan@lemmy.worldP
    No, there's no way to automatically make something become law. A successful petition just forces the European Commission to discuss it and potentially propose legislation. Even though it's not forcing anything to happen, there is an incentive for the commission to seriously consider it as there is probably a political cost to officially denying a motion that has proven that it concerns a large amount of people.
  • K

    video gen error

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    H
    Sorry what? You mean post to technology@lemmy.world?
  • N

    Iran asks its people to delete WhatsApp

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    baduhai@sopuli.xyzB
    Communicate securely with WhatsApp? That's an oxymoron.
  • L

    IonQ to buy Oxford Ionics for $1.08 billion to expand quantum computing research

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  • P

    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.
  • P

    Large Language Models Are More Persuasive Than Humans.

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    D
    aka psychopathy is a natural advantage for managers.