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  3. You're not alone: This email from Google's Gemini team is concerning

You're not alone: This email from Google's Gemini team is concerning

Technology
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  • P

    Adalytics finds 9,000+ pirated movies, including summer blockbusters, TV shows, and live sports on YouTube, amassing a collective 250M+ views from July to May

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    adespoton@lemmy.caA
    Most major content producers have agreements with YouTube such that as their content is discovered, monetization all goes to the rights holders. In general, this seems like a pretty good idea, and better than copyright maximalism. However, I’ve had original works of my own “monetized by rights holder” because they used my work (with permission) in one of their products, and so now have co-opted all expressions of my work on YouTube. So the system isn’t perfect.
  • V

    Nvidia's latest DLSS revision reduces VRAM usage by 20% for upscaling — optimizations reduce overhead of more powerful transformer model

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    R
    TIL. Never used either.
  • tonytins@pawb.socialT

    Firefox 140 Brings Tab Unload, Custom Search & New ESR

    Technology technology
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    S
    Read again. I quoted something along the lines of "just as much a development decision as a marketing one" and I said, it wasn't a development decision, so what's left? Firefox released just as frequently before, just that they didn’t increase the major version that often. This does not appear to be true. Why don't you take a look at the version history instead of some marketing blog post? https://www.mozilla.org/en-US/firefox/releases/ Version 2 had 20 releases within 730 days, averaging one release every 36.5 days. Version 3 had 19 releases within 622 days, averaging 32.7 days per release. But these releases were unscheduled, so they were released when they were done. Now they are on a fixed 90-day schedule, no matter if anything worthwhile was complete or not, plus hotfix releases whenever they are necessary. That's not faster, but instead scheduled, and also they are incrementing the major version even if no major change was included. That's what the blog post was alluding to. In the before times, a major version number increase indicated major changes. Now it doesn't anymore, which means sysadmins still need to consider each release a major release, even if it doesn't contain major changes because it might contain them and the version name doesn't say anything about whether it does or not. It's nothing but a marketing change, moving from "version numbering means something" to "big number go up".
  • P

    California police are illegally sharing license plate data with ICE and Border Patrol

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    Niemand hat geantwortet
  • D

    Australians may soon be able to download iPhone apps from outside the Apple Store under new proposal.

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    K
    The title at least dont say anything new AFAIK. Because you could already download from external sources but those apps still needed to be signed by apple. But maybe they changed?
  • P

    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.
  • D

    The technology to end traffic deaths exists. Why aren’t we using it?

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    M
    You’re seriously attempting to argue with me about whether or not transportation existed before cars?
  • A

    Duolingo CEO says AI is a better teacher than humans—but schools will exist ‘because you still need childcare’

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    L
    Where and what is texas?