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We Should Immediately Nationalize SpaceX and Starlink

Technology
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  • BSOD is dead, long live BSOD

    Technology technology
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    S
    Right? I never click these useless links.
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    lordgarmadon@lemmy.worldL
    All hail our tiny head terminator overlords.
  • 363 Stimmen
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    A
    No I don't think there really were many so your point is valid But the law works like that, things are in a grey area or in limbo until they are defined into law. That means the new law can be written to either protect consumer privacy, or make it legal to the letter to rape consumer privacy like this bill, or some weird inbetween where some shady stuff is still explicitly allowed but in general consumers are protected in specific ways from specific privacy abuses This bill being the second option is bad because typically when laws are written it then takes a loooong time to reverse them
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    D
    theyll only stop selling politicians and block that
  • Is Google about to destroy the web?

    Technology technology
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    B
    I hate google enough to pay 5$/mo for Kagi - it puts a smile on my face everytime I go to search and know that I'm not supporting google
  • Have LLMs Finally Mastered Geolocation? - bellingcat

    Technology technology
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    R
    Depends on who programed the AI - and no, it is not Kyoto
  • AI cheating surge pushes schools into chaos

    Technology technology
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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.
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    quarterswede@lemmy.worldQ
    I give it 5 years before this is on our phones.