Skip to content

Signal – an ethical replacement for WhatsApp

Technology
148 95 0
  • YouTube’s new anti-adblock measures

    Technology technology
    49
    198 Stimmen
    49 Beiträge
    0 Aufrufe
    D
    I paid the one for the FUTO Keyboard, is that the same? Anywho, great job on both apps🤟
  • 33 Stimmen
    15 Beiträge
    2 Aufrufe
    E
    And they all suck, my boss is still alive.
  • Diego

    Technology technology
    1
    1
    0 Stimmen
    1 Beiträge
    2 Aufrufe
    Niemand hat geantwortet
  • AI and misinformation

    Technology technology
    3
    20 Stimmen
    3 Beiträge
    5 Aufrufe
    D
    Don’t lose hope, just pretend to with sarcasm. Or if you are feeling down it could work the other way too. https://aibusiness.com/nlp/sarcasm-is-really-really-really-easy-for-ai-to-handle#close-modal
  • Fake It Till You Make It? Builder.ai’s $1.5B AI Scam Exposed

    Technology technology
    14
    1
    70 Stimmen
    14 Beiträge
    12 Aufrufe
    W
    Religion and fiat are always at the top
  • 116 Stimmen
    4 Beiträge
    4 Aufrufe
    darkdarkhouse@lemmy.sdf.orgD
    The terror will continue until you join us, then we will be nice, I promise!
  • AI cheating surge pushes schools into chaos

    Technology technology
    25
    45 Stimmen
    25 Beiträge
    3 Aufrufe
    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.
  • 121 Stimmen
    58 Beiträge
    10 Aufrufe
    D
    I bet every company has at least one employee with right-wing political views. Choosing a product based on some random quotes by employees is stupid.