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YouTube is getting rid of its Trending page and Trending Now list

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  • F

    HMD is ‘scaling back’ in the US, killing Nokia all over again

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    L
    I write this message with the HMD/Nokia. Nice apparatus: no whistles and bells, just a phone with vanilla android.
  • O

    Half of today’s jobs could vanish—Here’s how smart countries are future-proofing workers

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    D
    Except AI would break everything so just watch the digital fires that are about to get started. They already figured a method to put malicious code in AI crawlers. Imagine you tell AI to code and it uses malware in the code.
  • E

    Broadcom Eyes $2 Trillion Club as AI Chip Demand Explodes

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    Selling shovels in a gold rush, can't say I blame them.
  • P

    Apple to face DoJ’s monopoly lawsuit, after judge denies dismissal of case

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    lupusblackfur@lemmy.worldL
    Welp, queue up some more multi-million dollar "donations" to have these cases dropped... Not like the TechBros don't have the funds. ‍️ ‍️
  • R

    Virtual Network Solutions in India - Expert IT Services

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    Niemand hat geantwortet
  • F

    Why Denmark is dumping Microsoft Office and Windows for LibreOffice and Linux

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    I just hear that they move to LibreOffice but not to Linux, ateast not right now.
  • P

    Where are all the data centres and why should you care?

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    Ai says Virginia is home to the largest data center market in the world, with over 576 data centers, primarily located in Northern Virginia,
  • P

    AI cheating surge pushes schools into chaos

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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.