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Wikipedia editors adopt a policy giving admins the authority to quickly delete AI-generated articles that meet certain criteria, like incorrect citations

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    His own network.
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    mousepotatodoesstuff@lemmy.worldM
    The Trump administration is just a straight-up Captain Planet villain at this point.
  • Japan using generative AI less than other countries

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    deflated0ne@lemmy.worldD
    That show was so fuckin stupid. But also weirdly wholesome. Nary a jot of creep shit for the whole run. I was genuinely surprised.
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    Except AI would break everything so just watch the digital fires that are about to get started. They already figured a method to put malicious code in AI crawlers. Imagine you tell AI to code and it uses malware in the code.
  • video gen error

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    Sorry what? You mean post to technology@lemmy.world?
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    At the company I work for we had one best korean for two weeks before he got suspended. From what I understand the providers of corpo spyware that they put on your laptop enables them to detect patterns that are common in setups like that.
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    Their previous GPU used an old AMD GPU design if I recall correctly. I wonder if they have in-house stuff now.
  • 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.