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Signal – an ethical replacement for WhatsApp

Technology
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  • Founder of 23andMe buys back company out of bankruptcy auction

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    Come on up to Canada, we still got that garlic bomb. I can still taste the one from last week
  • Texting myself the weather every day

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    G
    Even being too lazy to open the weather app, there are so many better and free ways of receiving a message on your phone. This is profoundly stupid.
  • Is Google about to destroy the web?

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    I hate google enough to pay 5$/mo for Kagi - it puts a smile on my face everytime I go to search and know that I'm not supporting google
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    Part of the reason for my use of "might".
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    Niemand hat geantwortet
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    L
    Arguably we should be imposing 25% DST on digital products to counter the 25% tariff on aluminium and steel and then 10% on everything else. The US started it by imposing blanket tariffs in spite of our free trade agreement.
  • 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.
  • 875 Stimmen
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    softestsapphic@lemmy.worldS
    How are they going to make money off of these projects if people can legally copy and redistribute them for free? The same reasons everyone doesn't already do this via pirating. You mean copy, not steal. When something is stolen from you, you no longer have it. Wow you are just a troll, thanks for showing me so I don't waste anymore time with you.