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For All That Is Good About Humankind, Ban Smartphones

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  • Is Google about to destroy the web?

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    All it would take would be a platform that handles the payment and supplies a tracking pixel. Websites could join and become part of it. At the moment, every single publisher has their own payment solution. If I want to read one local article from Houston today and one from Tokyo tomorrow, I won't join two payment plans. I want them to be paid automatically, like when I play a song on Spotify or watch a video on YouTube. Just a decent amount of money instead of paying mostly middlemen.
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    Niemand hat geantwortet
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    Cybercrab indeed sound much better. If I had the money and the expertise in robotics, I'd made that happen.
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    Why call it AI? Is it learning and said-modifying? If not then is it not just regular programming but "AI" sounds better for investors?
  • Why so much hate toward AI?

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    Many people on Lemmy are extremely negative towards AI which is unfortunate. There are MANY dangers, but there are also Many obvious use cases where AI can be of help (summarizing a meeting, cleaning up any text etc.) Yes, the wax how these models have been trained is shameful, but unfoet9tjat ship has sailed, let's be honest.
  • I'm making a guide to Pocket alternatives: getoffpocket.com

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    Karakeep seems more active than any of these, with a larger feature set potentially: https://github.com/karakeep-app/karakeep
  • AI cheating surge pushes schools into chaos

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    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.
  • Skype was shut down for good today

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    ::: spoiler spoiler sadfsafsafsdfsd :::