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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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  • R

    Dukascopy Bank terminated my account without clear reason – wrong intermediary bank, no support, and questionable staff behavior

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    K
    Corporations don't care about people. This bank doesn't care about you. Banks care for no one but themselves.
  • D

    The Guardian and Cambridge University's Department of Computer Science unveil new secure technology to protect sources

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    B
    I get that, but it's more logical to me that of I'm going to whistleblow on a company to not use one of their devices to do it. That way it doesn't matter what apps are or are not secure, you're not using their device that can potentially track you.
  • P

    AI learns math reasoning by playing Snake and Tetris-like games rather than using math datasets

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    kolanaki@pawb.socialK
    Same. That's probably why I suck ass at math, but my spatial awareness is off the chart. 🫠
  • M

    Claude Exporter: Claude to PDF, MD and more

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    Niemand hat geantwortet
  • P

    Google updated its ranking algorithms for explicit videos and explicit content

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    artocode404@lemmy.dbzer0.comA
    Googlebot sad when disallowed access to 18+ videos
  • P

    Discord unveils Discord Orbs, a new in-app currency that users can earn by completing Quests, which reward participants who interact with ads

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    brewchin@lemmy.worldB
    If you're after text, there are a number of options. If you're after group voice, there are a number of options. You could mix and match both, but "where everyone else is" will also likely be a factor in that kind of decision. If you want both together, then there's probably just Element (Matrix + voice)? Not sure of other options that aren't centralised, where you're the product, or otherwise at obvious risk of enshittifying. (And Element has the smell of the latter to me, but that's another topic). I've prepared for Discord's inevitable "final straw" moment by setting up a Matrix room and maintaining a self-hosted Mumble server in Docker for my gaming buddies. It's worked when Discord has been down, so I know it works. Yet to convince them to test Element...
  • F

    Geologists doubt Earth has the amount of copper needed to develop the entire world

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    The problem is the cost of each. Right now material is dirt cheap and energy prices are going up. And we are not good at long term planning.
  • 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.