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Last year China generated almost 3 times as much solar power as the EU did, and it's close to overtaking all OECD countries put together (whose combined population is 1.38 billion people)

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    B
    That is not at all what I am saying.
  • In Militarizing Push, Russian School Children To Build Drones

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    https://yourlogicalfallacyis.com/tu-quoque
  • Army gives shady offer to tech bros so they can play soldier

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    It is common in the military to give commissioned rank to certain positions for the higher pay grade. The fast tracking takes away from the belief everyone serving with you went through (roughly) the same basic training as you.
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  • Matrix.org is Introducing Premium Accounts

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    It's nice that this exists, but even for this I'd prefer to use an open source tool. And it of course helps with migration only if the old HS is still online.. I think most practically this migration function would be built inside some Matrix client (one that would support more than one server to start with), but I suppose a standalone tool would be a decent solution as well.
  • $20 for us citizens

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  • 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.
  • YouTube’s ad blocker crackdown now includes third-party apps

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    Honestly ads are not bothering me at all. I can wait now, we have to admit that those content creators making type of conent to earn money at first place and we have to support them if they are giving us a quality content. Else there are some modified tools which makes all this easy and effective. Especially there are gaming modifications which makes all the scenarios top notch.