Skip to content

'Fortnite' Lobbies Can Now Have Up to 92% Bots - Players Are Furious Over Supposed OG Season 3 Update

Technology
23 16 43
  • AI Robots Could Fill $10 Trillion Labor Gap as World Ages

    Technology technology
    7
    1
    11 Stimmen
    7 Beiträge
    6 Aufrufe
    M
    Or maybe create opportunities that people can meet?
  • Microsoft sued by authors over use of books in AI training

    Technology technology
    4
    1
    114 Stimmen
    4 Beiträge
    21 Aufrufe
    isaamoonkhgdt_6143@lemmy.zipI
    The writers alleged in the complaint that Microsoft used a collection of nearly 200,000 pirated books to train Megatron, an algorithm that gives text responses to user prompts. Which Megatron are we referring to? This [image: c747568b-0dd5-431e-bd19-2fbfdf5d372c.webp] Or This [image: 735a9693-ec67-489c-92f6-addb803291a4.webp]
  • 0 Stimmen
    1 Beiträge
    8 Aufrufe
    Niemand hat geantwortet
  • 782 Stimmen
    231 Beiträge
    270 Aufrufe
    D
    Haha I'm kidding, it's good that you share your solution here.
  • 93 Stimmen
    35 Beiträge
    16 Aufrufe
    D
    Same as American companies. Send you targeted ads and news articles to influence your world view as a form of new soft power.
  • Affordable Assignments

    Technology technology
    1
    1
    0 Stimmen
    1 Beiträge
    9 Aufrufe
    Niemand hat geantwortet
  • AI cheating surge pushes schools into chaos

    Technology technology
    25
    45 Stimmen
    25 Beiträge
    84 Aufrufe
    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.
  • 87 Stimmen
    10 Beiträge
    39 Aufrufe
    T
    If you want to stay on the bleeding edge you've got to be a reversal of Europe, which means allowing innovation and competition. Hence why VT is nearly 70% US.