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Half of companies planning to replace customer service with AI are reversing course

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    I don’t remember reading about sudden shocking numbers of people getting “Google-induced psychosis.” ChaptGPT and similar chatbots are very good at imitating conversation. Think of how easy it is to suspend reality online—pretend the fanfic you’re reading is canon, stuff like that. When those bots are mimicking emotional responses, it’s very easy to get tricked, especially for mentally vulnerable people. As a rule, the mentally vulnerable should not habitually “suspend reality.”
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    Yup. The greatest danger of AI, is the corporations and governments having sole control of it. That is why it is important for ordinary people to not reject AI usage, but to make it cheap and common enough that no one has to rely on the elite for access. Be it guns, food, shelter, or knowledge, no one should have a monopoly. That is just asking to be abused.
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    realitista@lemmy.worldR
    But fascist really fails to capture the ethnic cleansing part. We really do need a new group name to discuss the Israelis who commit ethnic cleansing. Someday I hope we will use it to round up these fuckers for their trials in The Hague. I guess we should call them Likuds or just Zionists.
  • America's largest power grid is struggling to meet demand from AI

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    Let's add solar!.... People never ask questions at night when they're sleeping. Sounds pretty ideal to me.
  • From Vintage to Modern: The Story of Honda Acty’s Four Generations

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    Not easy but not hard actually really simple if you had the right energy. Just ignore this so I don't scare you.
  • 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.