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ChatGPT 'got absolutely wrecked' by Atari 2600 in beginner's chess match — OpenAI's newest model bamboozled by 1970s logic

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  • How Social Media Brings Out the Worst in Us

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    sturgist@lemmy.caS
    Suffering from asthma? 9/10 Doctors recommend menthol cigarettes! Peppermint fresh puts the pep in your step!
  • Stepping outside the algorithm

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    %100 inherited and old lonely boomers. You'd be surprised how often the courts will not allow POA or Conservatorship to be appointed to the family after they get scammed. I have first hand experience with this and also have a friend as well.
  • Cory Doctorow on how we lost the internet

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    fizz@lemmy.nzF
    This is going to be my goto example of why people need to care about data privacy. This is fucking insane. I'd fire someone for even throwing that out as a suggestion.
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    K
    I have zero problems with this on Lineage. ?? No spoofing either, just Lineage.
  • 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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    The thing about compelling lies is not that they are new, just that they are easier to expand. The most common effect of compelling lies is their ability to get well-intentioned people to support malign causes and give their money to fraudsters. So, expect that to expand, kind of like it already has been. The big question for me is what the response will be. Will we make lying illegal? Will we become a world of ever more paranoid isolationists, returning to clans, families, households, as the largest social group you can trust? Will most people even have the intelligence to see what is happenning and respond? Or will most people be turned into info-puppets, controlled into behaviours by manipulation of their information diet to an unprecedented degree? I don't know.
  • Nextcloud cries foul over Google Play Store app rejection

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