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The Astronomer CEO's Coldplay Concert Fiasco Is Emblematic of Our Social Media Surveillance Dystopia

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  • Medical AI Systems Are Moving Too Fast for Safety Rules

    Technology technology
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    T
    We're not just doing this for money. We're doing it for a SHITLOAD of money!
  • Is the U.S. Vulnerable to a Drone Sneak Attack?

    Technology technology
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    underpantsweevil@lemmy.worldU
    Heavy Lift drones can carry upwards of 55 lbs. And there's no reason you're limited to one.
  • 294 Stimmen
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    kittyjynx@lemmy.worldK
    Just drink some Popov grade Trump Vodka at one of his many totally not bankrupt casinos to take your mind off of it.
  • Meta publishes V-Jepa 2 – an AI world model

    Technology technology
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    K
    Yay more hype. Just what we needed more of, it's hype, at last
  • 386 Stimmen
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    Melon Usk doomed their FSD efforts from the start with his dunning-kruger-brain take of "humans drive just using their eyes, so cars shouldn't need any sensors besides cameras." Considering how many excellent engineers there are (or were, at least) at his companies, it's kind of fascinating how "stupid at the top" is just as bad, if not worse, than "stupid all the way down."
  • Sunsetting the Ghostery Private Browser

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    P
    Sunsetting Dawn? Of course
  • 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.
  • The silent force behind online echo chambers? Your Google search

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    silentknightowl@slrpnk.netS
    Same on all counts.