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Your TV Is Spying On You

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  • M

    This Week In Security: That Time I Caused A 9.5 CVE, IOS Spyware, And The Day The Internet Went Down

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  • alphane_moon@lemmy.worldA

    Brain activity lower when using AI chatbots: MIT research

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    Z
    Depends how much clutch is left ‍
  • return2ozma@lemmy.worldR

    Streaming overtakes cable and broadcast as the most-watched form of TV

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    H
    Set up arrs, you basically set it and forget it.
  • P

    Republican National Convention Sued for Sending Unhinged Text Messages Soliciting Donations to Donald Trump’s Campaign and Continuing to Text Even After Trying to Unsubscribe.

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    They stopped sending to me when I replied that every text message after would cost them $500 each. That's an actual thing. They got scared.
  • P

    Inside a Dark Adtech Empire Fed by Fake CAPTCHAs

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  • P

    Hong Kong workers strike against the algorithmic exploitation of Keeta, a food delivery platform

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    gnulinuxdude@lemmy.mlG
    I have never used a food delivery service because they all feel so fucking scummy and exploitative. Seems like they are in equal need as we are for regulatory overhaul of this business practice.
  • 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.
  • G

    Nextcloud cries foul over Google Play Store app rejection

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    S
    I have the regular F-droid and it does automatic updates now.