Skip to content

Tesla loses Autopilot wrongful death case in $329 million verdict

Technology
176 97 4
  • Why front-end development will persist

    Technology technology
    2
    1
    19 Stimmen
    2 Beiträge
    29 Aufrufe
    H
    An LLM has “zero context” about your project’s specific stack and style guidelines. In other words, an AI might produce a generic <Modal> component, but integrating it into your app’s unique architecture is still a human task. This is very old. Nowadays, in Copilot for example, you add files to context and tell "hey look how I did that thing there, do this new thing following the same structure, with the same naming conventions" and it's enough. And tools like Cursor just throw your whole project into context by default.
  • Say Hello to the World's Largest Hard Drive, a Massive 36TB Seagate

    Technology technology
    263
    1
    616 Stimmen
    263 Beiträge
    3k Aufrufe
    M
    Really sad that S3 prices are still that high... also hetzner storage boxes
  • 164 Stimmen
    4 Beiträge
    49 Aufrufe
    D
    deleted by creator
  • 75 Stimmen
    1 Beiträge
    19 Aufrufe
    Niemand hat geantwortet
  • 15 Stimmen
    1 Beiträge
    17 Aufrufe
    Niemand hat geantwortet
  • AI cheating surge pushes schools into chaos

    Technology technology
    25
    45 Stimmen
    25 Beiträge
    222 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.
  • 156 Stimmen
    79 Beiträge
    650 Aufrufe
    M
    But they did give! They did not chose to deny and not have pizza.
  • The mystery of $MELANIA

    Technology technology
    13
    1
    25 Stimmen
    13 Beiträge
    124 Aufrufe
    geekwithsoul@lemm.eeG
    Archive