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Honda successfully launched and landed its own reusable rocket

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    communist@lemmy.frozeninferno.xyzC
    Is that useful for completing tasks?
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    Obligatory Knowledge Fight Reference: [https://knowledgefight.libsyn.com/1044-june-2-2025](In this installment, Dan and Jordan discuss a strange day on Alex's show where he spends a fair amount of time trying to dissuade his listeners from getting too suspicious about Palantir.)
  • Amazon is reportedly training humanoid robots to deliver packages

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    Yup, and people seem to frequently underestimate how ridiculously expensive running a fleet of humanoid robots would be (and don’t seem to realize how comparatively low the manual labor it’d replace is paid.)
  • Stepping outside the algorithm

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  • Is there anybody over here who can tell me more about smart meters ?

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    jordanlund@lemmy.worldJ
    I should say too, that was almost 12:30 last night so you couldn't really see what solar was doing. Here it is at 9:45 this morning: [image: 4f578a85-5ef2-4975-a501-7deafa8c5c09.jpeg]
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  • 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.
  • [paper] Evidence of a social evaluation penalty for using AI

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    vendetta9076@sh.itjust.worksV
    I'm specifically talking about toil when it comes to my job as a software developer. I already know I need an if statement and a for loop all wrapped in a try catch. Rather then spending a couple minutes coding that I have cursor do it for me instantly then fill out the actual code. Or, ive written something in python and it needs to be converted to JavaScript. I can ask Claude to convert it one to one for me and test it, which comes back with either no errors or a very simple error I need to fix. It takes a minute. Instead I could have taken 15min to rewrite it myself and maybe make more mistakes that take longer.