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

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

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  • P

    How Western Tech Powers Russia’s War Against Ukrainian Civilians

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    Niemand hat geantwortet
  • O

    Biotech uses fermentation to produce milk proteins without cows

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    M
    Alpro Not Milk comes pretty close for me, oat drink.
  • D

    President Trump says he found a group of 'very wealthy people' to buy TikTok

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    N
    I can’t believe he knows anybody like that. You think you know somebody…
  • M

    Here's your first look at the rebooted Digg | TechCrunch

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    M
    Digg has been basically dead for 15 years.
  • D

    Dyson Has Killed Its Bizarre Zone Air-Purifying Headphones

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    rob_t_firefly@lemmy.worldR
    I have been chuckling like a dork at this particular patent since such things first became searchable online, and have never found any evidence of it being manufactured and marketed at all. The "non-adhesive adherence" is illustrated in the diagrams on the patent which you can see at the link. The inventor proposes "a facing of fluffy fibrous material" to provide the filtration and the adherence; basically this thing is the softer side of a velcro strip, bent in half with the fluff facing outward so it sticks to the inside of your buttcrack to hold itself in place in front of your anus and filter your farts through it.
  • A

    Massaging the neck and face may help flush waste out of the brain

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    D
    Segue into sexy time
  • P

    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.
  • A

    New Orleans used Minority Report-like facial recognition software to monitor citizens for crime suspects: Report

    Technology technology
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