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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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  • T

    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.
  • mirokhodets@lemmy.mlM

    Programming languages

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  • A

    Community organizations in Milwaukee call for oversight of police surveillance

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  • J

    Developer Collective of Peertube, the fediverse youtube alternative is doing a Ask-Me-Anything on lemmy.

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  • P

    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.
  • H

    Apple Reportedly Weighs iPhone Price Increase

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    Anytime I consider making the jump, I make my peace with everything and then the price hits...no way
  • return2ozma@lemmy.worldR

    Everyone Is Cheating Their Way Through College

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    i can this for essay writing, prior to AI people would use prompts and templates of the same exact subject and work from there. and we hear the ODD situation where someone hired another person to do all the writing for them all the way to grad school( this is just as bad as chatgpt) you will get caught in grad school or during your job interview. might be different for specific questions in stem where the answer is more abstract,
  • C

    Chinese chip giants say they don't care about U.S. tariffs — many don't sell to the U.S. anyway due to existing sanctions

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    It's an actively hostile act, regardless of what your beliefs are on the copyright system.