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Japan using generative AI less than other countries

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    mycodesucks@lemmy.worldM
    In this case you happen to be right on both counts.
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    H
    Maybe I don't want you to stop, big boy.
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    Headlines have length constraints
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    smartmanapps@programming.devS
    the proper way is to group it as 1+(-2)+3 No it isn't. you can do it in any order You can do it in any order anyway left to right 1-2+3=-1+3=2 addition first 1+3-2=4-2=2 subtraction first -2+1+3=-1+3=2 right to left 3-2+1=1+1=2 What I meant with ““rule”” is the meme questions pray on people not understanding/remembering what the actual rules are And you showed that you were one of them. Every answer you got other than 4 was wrong, because you didn't understand the rules. spoiler alert: doing it in different orders never means add brackets to it. Addition first for 10-1+1 is 10+1-1, not 10-(1+1). See previous textbook example why “left to right” conventions exist They exist because people like you make mistakes when you try to do it in a different order. Either learn how the rules work or stop spreading disinformation. Well, you should stop spreading disinformation regardless.
  • 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.