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Your TV Is Spying On You

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  • alphane_moon@lemmy.worldA

    Brain activity lower when using AI chatbots: MIT research

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    Depends how much clutch is left ‍
  • P

    This is how you stop data trackers from sucking up your health data

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    C
    From the same source, Blacklight is really good. https://themarkup.org/series/blacklight Blacklight is a Real-Time Website Privacy Inspector. Enter the address of any website, and Blacklight will scan it and reveal the specific user-tracking technologies on the site So you can see what's happening on a site before you visit it
  • isaamoonkhgdt_6143@lemmy.zipI

    Understanding the impacts of generative AI use on children

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    S
    That's fine, just use ChatGPT...
  • P

    Tech Workers, Shareholders, and Civil Society All Call For Big Tech Accountability in Israel’s Genocide against Palestinians

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    Niemand hat geantwortet
  • A

    My AI Skeptic Friends Are All Nuts

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    J
    I did read it, and my comment is exactly referencing the attitude of the author which is "It's good enough, so you should use it". I disagree, and say it's another dumbass shortcut to cash grab on a less than stellar ecosystem and product. It's training wheels for failure.
  • 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.
  • Q

    Backblaze Drive Stats for Q1 2025

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  • return2ozma@lemmy.worldR

    Kids are short-circuiting their school-issued Chromebooks for TikTok clout

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    C
    Eh, I kinda like the ephemeral nature of most tiktoks, having things go viral within a group of like 10,000 people, to the extent that if you're tangentially connected to the group, you and everyone you know has seen it, but nobody outside that group ever sees and it vanishes into the ether like a month later makes it a little more personal.