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Bluesky is rolling out age verification in the UK

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    J
    Headlines have length constraints
  • The Arc Browser Is Dead

    Technology technology
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    P
    Haha, it's funny that you went that far. I think the reason why I notice it and you don't, is the 4k factor. My screen is 1920x1200 iirc.
  • The AI girlfriend guy - The Paranoia Of The AI Era

    Technology technology
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    Niemand hat geantwortet
  • X/Twitter Pause Encrypted DMs.

    Technology technology
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    L
    There may be several reasons for this. If I had to guess, they found a critical flaw and had to shut it down for security reasons.
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    alphane_moon@lemmy.worldA
    I don't drive and have minimal experience with cars. Does it make a big difference whether your Android Automotive solution is based on Android 13 or 15? It's been a long time since I've cared about OS upgrades for Android on smartphones, perhaps the situation is different with Android Automotive?
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    fauxpseudo@lemmy.worldF
    Nobody ever wants to talk about white collar on white collar crime.
  • 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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    softestsapphic@lemmy.worldS
    How are they going to make money off of these projects if people can legally copy and redistribute them for free? The same reasons everyone doesn't already do this via pirating. You mean copy, not steal. When something is stolen from you, you no longer have it. Wow you are just a troll, thanks for showing me so I don't waste anymore time with you.