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YouTube rolls out more unskippable ads that make viewers wait even longer to watch videos - Dexerto

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  • Study finds smartphone bans in Dutch schools improved focus

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    Based on what data?
  • Men are opening up about mental health to AI instead of humans

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    spankmonkey@lemmy.worldS
    I'm aware of what you are saying and disagree. You apparently take disagreement personally as most of your comments in that post to various other users are hostile too. Please be aware of how you are approaching discourse.
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    dabster291@lemmy.zipD
    Why does the title use a korean letter as a divider?
  • Mega-BUNDLE Offer

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    Unlock the ultimate toolkit for entrepreneurs, marketers, and content creators with the AISellers Mega-BUNDLE! This all-in-one package is packed with cutting-edge AI tools, templates, and automation workflows designed to skyrocket your productivity, simplify your sales funnel, and grow your online business—faster than ever before.
  • Tide42 – A Fast, Minimalist CLI IDE for Terminal-Centric Devs

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    anzo@programming.devA
    Emacs has panes. Is this supposed to imitate a fraction of the holy power?
  • 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.
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    Of course they don't click anything. Google search has just become a front-end for Gemini, the answer is "served" up right at the top and most people will just take that for Gospel.
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    Here's how you know it's not ready: AI hasn't replaced a single CEO.