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Trump social media site brought down by Iran hackers

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  • The Biggest Loss of the Modern Internet (why did we let this happen?)

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  • Wikipedia loses challenge against UK Online Safety Act rules

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    isveryloud@lemmy.caI
    Depends where in Canada, I never had a complaint about bad food in Montreal, but Winnipeg's grocery stores left me wanting a bit.
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    It's a case of mutually assured destruction: to charge someone with impersonation, they would have to admit that they saved data that was supposed to be only for age verification and then deleted.
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    What's the difference? They all look the same. Let's call him the boy with the golden spoon in his mouth who got offended.
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    Unless you are a major corporation... you are not free to take anything.
  • Windows 11 remote desktop microphone stops working intermittently

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    When I worked in IT, we only let people install every other version of Windows. Our Linux user policy was always “mainstream distro and the LTS version.” Mac users were strongly advised to wait 3 months to upgrade. One guy used FreeBSD and I just never questioned him because he was older and never filed one help desk request. He probably thought I was an idiot. (And I was.) Anyway, I say all that to say don’t use Windows 11 on anything important. It’s the equivalent of a beta. Windows 12 (or however they brand it) will probably be stable. I don’t use Windows much anymore and maybe things have changed but the concepts in the previous paragraph could be outdated. But it’s a good rule of thumb.
  • 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.