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Why Denmark is dumping Microsoft Office and Windows for LibreOffice and Linux

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    They could have identified me, that's the point. We couldn't identify the criminals because that example was before facial recognition. You read the article but you still don't get it.
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    H
    No article to see here.
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    omegalemmy@discuss.onlineO
    American individualism is when you believe everyone is as bad as you or worse Self-fulfilling prophecy when they never want to cooperate in fear of being ripped off
  • OpenAI's $210K Residency Program Tackles AI Talent Shortage

    Technology technology
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    R
    Why don’t they use AI to replace human AI developers?
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    P
    One of the greatest videos ever.
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    arararagi@ani.socialA
    Because artists are still there.
  • A ban on state AI laws could smash Big Tech’s legal guardrails

    Technology technology
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    It's always been "states rights" to enrich rulers at the expense of everyone else.
  • AI cheating surge pushes schools into chaos

    Technology technology
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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.