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

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    Yeah, if you take out lots of real world issues, maybe. In reality it is extremely hard for lasers to do any of that over enormous distances, especially through an atmosphere
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    Leaving in the hat is a nice touch.
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    J
    Windows isn't little-known.
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    A
    I have a rough idea of their efficiency as I've used them, not in professional settings but I wager it would not be too different. My point is more that it feels like the rugs are finally starting to get pulled. This tech is functionnal as you said, it works to a point and that point is enough for a sizeable amount of people. But I doubt that the price most people are paying now is enough to cover the cost of answering their queries. Now that some people, especially younger devs or people who never worked without those tools are dependant on it, they can go ahead and charge more. But it's not too late, so I'm hoping it will make some people more aware of that kind of scheme and that they will stop feeding the AI hype in general.
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    Imbezzled. Money was used to pay for somebody's vacation.
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    T
    In those situations I usually enable 1.5x.
  • 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.
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