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Judge Rules Training AI on Authors' Books Is Legal But Pirating Them Is Not

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  • Google Killed Your Attention Span with SEO-Friendly Articles

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    You said it yourself: extra places that need human attention ... those need ... humans, right? It's easy to say "let AI find the mistakes". But that tells us nothing at all. There's no substance. It's just a sales pitch for snake oil. In reality, there are various ways one can leverage technology to identify various errors, but that only happens through the focused actions of people who actually understand the details of what's happening. And think about it here. We already have computer systems that monitor patients' real-time data when they're hospitalized. We already have systems that check for allergies in prescribed medication. We already have systems for all kinds of safety mechanisms. We're already using safety tech in hospitals, so what can be inferred from a vague headline about AI doing something that's ... checks notes ... already being done? ... Yeah, the safe money is that it's just a scam.
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    This guy wasn't born yesterday.
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    "mistakes"
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    Both waiting and not Both alive and not Both lying or not Both existing or not
  • There's no chance he signs it but I still hope he does

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    And they've been doing it more blatantly and for longer than most tech companies.
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    https://archive.org/details/swgrap
  • 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.