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  • The overlooked global risk of the AI precariat

    Technology technology
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    cecilkorik@lemmy.caC
    It is explicitly intended to be, you only have to listen to them talk about it for that to be abundantly clear. Fuck, even ask an AI themselves and they'll tell you about the dangers of how it's being used. The only people saying it's not are the utopian dreamers who are expecting it to be something it's currently not and likely has no hope of ever being. This is not a utopia and the people creating these technologies are not utopians in the slightest, they are mercenary capitalists and they will instantly grind you into a paste without even a shred of remorse or even an acknowledgement that they've done so, if it helps them get their next dollar. Some of them only think about you in the abstract. Most of them don't think of you at all.
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    https://techcommunity.microsoft.com/blog/linuxandopensourceblog/announcing-availability-of-almalinux-as-an-endorsed-linux-distribution-in-azure/4282201 Linux has become the most popular operating system on Azure as over 60% of customer cores run Linux-based workloads. Even on Microsoft Azure they mostly use Linux Maybe windows still underpins some important services for them though, I can't really comment on that
  • Wallora - Your Screen, Reimagined

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    S
    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?
  • 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.
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