Skip to content

OpenAI supremo Sam Altman says he 'doesn't know how' he would have taken care of his baby without the help of ChatGPT

Technology
57 48 0
  • Hacker Tactic: ESD Diodes

    Technology technology
    1
    1
    18 Stimmen
    1 Beiträge
    0 Aufrufe
    Niemand hat geantwortet
  • Reddit will help advertisers turn ‘positive’ posts into ads

    Technology technology
    61
    1
    366 Stimmen
    61 Beiträge
    0 Aufrufe
    noodlesreborn@lemmy.worldN
    Mmmmmm I love not being on Reddit
  • The hidden cost of Georgia’s online casino boom

    Technology technology
    1
    19 Stimmen
    1 Beiträge
    1 Aufrufe
    Niemand hat geantwortet
  • For All That Is Good About Humankind, Ban Smartphones

    Technology technology
    89
    1
    129 Stimmen
    89 Beiträge
    2 Aufrufe
    D
    Appreciated, but do you think the authorities want to win the war on drugs?
  • Anker is recalling over 1.1 million power banks due to fire risks

    Technology technology
    19
    1
    210 Stimmen
    19 Beiträge
    4 Aufrufe
    B
    Thanks man! Really appreciate the type up! Have a great weekend!
  • 880 Stimmen
    356 Beiträge
    58 Aufrufe
    communist@lemmy.frozeninferno.xyzC
    Is that useful for completing tasks?
  • AI cheating surge pushes schools into chaos

    Technology technology
    25
    45 Stimmen
    25 Beiträge
    3 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.
  • Indian Government orders censoring of accounts on X

    Technology technology
    12
    149 Stimmen
    12 Beiträge
    4 Aufrufe
    M
    Why? Because you can’t sell them?