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Amazon is considering shoving ads into Alexa+ conversations

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    I have crypto and I play games and I will not buy Nvidia again
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    WTF I looked for something like this for a while and this never popped up. Awesome.
  • What Happens If an Asteroid Heads for Earth?

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    Well, shi
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    The self hosted model has hard coded censored content.
  • 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.
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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.
  • Things at Tesla are worse than they appear

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    halcyon@discuss.tchncs.deH
    [image: a4f3b70f-db20-4c1d-b737-611548cf3104.jpeg]
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    The new Pebble watches look interesting. Relatively basic, but long battery life (they promise) and open-source operating system.