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AI agents wrong ~70% of time: Carnegie Mellon study

Technology
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  • 9 Stimmen
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    N
    Same, but for enshittified apps. Just do your job goddammit; no more, no less.
  • Google’s electricity demand is skyrocketing

    Technology technology
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    W
    What's dystopian is that a company like google will fight tooth and nail to remain the sole owner and rights holder to such a tech. A technology that should be made accessible outside the confines of capitalist motives. Such technologies have the potential to lift entire populations out of poverty. Not to mention that they could mitigate global warming considerably. It is simply not in the interest of humanity to allow one or more companies to hold a monopoly over such technology
  • Telegram, the FSB, and the Man in the Middle

    Technology technology
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    R
    You can be seen from a kilometer away, pots ))
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    lupusblackfur@lemmy.worldL
    Zuck can't be too excited to be suddenly and harshly cut out of the Oval Office Data Pipeline...
  • 103 Stimmen
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    T
    Nobody is ignoring these imperial invasions, genocides, etc. USA is actively supporting them.
  • 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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    F
    It's an actively hostile act, regardless of what your beliefs are on the copyright system.
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    andromxda@lemmy.dbzer0.comA
    The enshittification continues, but it doesn't affect me at all. Piracy is the way to go nowadays that all streaming services suck. !piracy@lemmy.dbzer0.com