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Front Brake Lights Could Drastically Diminish Road Accident Rates

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    etherphon@lemmy.worldE
    This corny old dude is just recycling old commercials. Pepsi, the voice of a new generation. Btw if you're old enough to remember that commercial you definitely should know better than to trust Don.
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    B
    Now all we have to do is decrease the fidelity of the actual world until it matches that of the AI's world model, and just like that you've got general purpose robots able to do everything that needs done.
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    Z
    That's because it's mostly blah, blah.
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    X
    How many times is this putz going to post this article under new titles before they are banned?
  • Role of Email Deliverability Consulting in ROI

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    Niemand hat geantwortet
  • The world could experience a year above 2°C of warming by 2029

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    sattarip@lemmy.blahaj.zoneS
    Thank you for the clarification.
  • Copy Table in Excel and Paste as a Markdown Table

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    ptz@dubvee.orgP
    That's based on https://github.com/jonmagic/copy-excel-paste-markdown Would be awesome to see some Lemmy clients incorporate that. I've had it requested but haven't had a chance to really dig into it yet.
  • 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.